Method and apparatus for personal awareness and growth

ABSTRACT

An presentation generator is disclosed for generating presentations for interacting with a user on a personal topic of, e.g., the user&#39;s selection, wherein the presentations assist the user in obtaining a greater awareness of his/her motivations and/or behaviors relating to the topic. In one embodiment, the presentation generator generates and presents to the user textual observations, questions, and/or statements for the user&#39;s consideration. Such presentations use and/or are consistent with textual descriptions obtained from: (a) the results of one or more personality/motivation test results, and (b) user inputs, e.g., regarding the selected topic together with his/her confidence in the validity of such inputs. The invention organizes the textual descriptions so that outputs to the user can be generated from various personality/motivational perspectives thereby assisting the user in viewing the topic of discussion from different perspectives and thereby becoming more aware of his/her biases, motivations, and/or concerns relating to the topic.

RELATED APPLICATIONS

The present patent application is a continuation of U.S. patentapplication Ser. No. 10/896,438, filed Jul. 21, 2004, which in turn is acontinuation-in-part of U.S. patent application Ser. No. 10/367,074filed Feb. 13, 2003, which in turn is a continuation-in-part of U.S.patent application Ser. No. 10/215,954 filed Aug. 8, 2002, which claimsthe benefit of U.S. Provisional Patent Application Ser. No. 60/310,886filed Aug. 8, 2001. The entire disclosure of the prior applications isincorporated by reference herein and is considered to be part of thedisclosure of the present application.

FIELD OF THE INVENTION

The present application relates generally to a computational system andmethod for facilitating personal growth and/or insights. Moreparticularly, the present invention provides a method and system forinteracting with a user using linguistic presentations that arecustomized to both a personal profile of the user as well as the user'sunderstanding of particular words and/or phrases for gaining suchpersonal growth and/or insights. In at least one embodiment, theinvention computationally combines: (a) semantic linkages between wordsand/or phrases with (b) a novel syntactic analysis to produce textualoutput for a designated discussion topic, wherein the textual output isgenerated using a user requested view point on the topic.

BACKGROUND OF THE INVENTION

Every living thing that exists has energy that integrally supports thelife process in all its aspects—the material operations of the physicalbody, the functions of the emotions and mind, and even the spirituallife. Every individual has a different energy pattern and growthpotential that fluctuates through each day and throughout theindividual's lifetime. To be able to take advantage of or to recognizethe fluctuations in one's energy levels could greatly increase theindividual's productivity and well-being, both at work and at home, andwould enhance the individual's growth. The prior art discusses differentways of assessing an individual's energy and potential for growth;however, such assessments are not necessarily an exact science. Indeed,the intension of the prior art is to identify a method that quantifiesthe energy pattern and/or growth potential of an individual. The priorart recommends that an “energy healer” (denoted as “facilitator” herein)or one skilled in the art of addressing an individual's energy todiagnose or address an individual's energy functions and potentialdysfunctions and to use the combination of the healer's and individual'sown experiences to direct the individual's energy into the individual's‘functional’ or ‘preferred” energy field. Energy healing encompasses alarge array of slightly different therapies including but not limitedto: Psychology, Healing Touch, Reflexology, Biofield Therapeutics,Therapeutic Touch, Reiki, and Chi Gung Therapy. However, none of thesetherapies provide a quantitative approach in both assessing anindividual's energy pattern and providing direction or focus to anindividual's preferred energy pattern. Such a quantitative approach isneeded and the present invention supplies a needed approach.

TERMS AND DEFINITIONS In alphabetical order

-   -   (Note: terms bolded and italicized in this section are also        defined in this Terms and Definitions section)

Attitudinal Trait Description

-   -   A description that represents a user's likely (denoted as “most        like” herein) or unlikely (denoted as “least like” herein)        behavior or attitude (e.g., behaves as if he/she needs, or        prefers—plenty of time for complex decisions). Refer to Appendix        A, and FIG. 31.

Autobiography

-   -   The autobiography stores the user's written journal entries        based on questions (denoted as “autobiography statements”        herein) that elicit a response from the user wherein the        questions are generated based on, pre-defined sets of values        (denoted as “fundamental categories” herein), coping descriptors        (denoted as “motivational coping techniques” herein), and the        user's “most like’ or “least like” pre-determined set of        behaviors or attitudes (denoted as a “set of attitudinal trait        descriptions” herein). Refer to FIGS. 43 through 47, and 29,

Awareness Level

-   -   The awareness level represents the vertical axis in the        Relationship Anatomy Model in FIG. 30 a through FIG. 30 f.

Autobiography Statement

-   -   An autobiography statement is a generated question directed to        the user wherein the autobiography statement elicits a response        from the user that guides the user in developing their personal        autobiography.

Confidence Level Indicator

-   -   The confidence level indicator (e.g., “high” or “low”) is        selected by the user for various initial statements and        questions that are presented in preparation for a user        interaction on a discussion topic, wherein this indicator        determines the level of difficulty that a user is likely to        encounter in attempting to respond to the inquiries generated        back to the user by the present invention. Refer to FIG. 48.

Coping Evolution Requirements

-   -   Refer to the Detailed Description Of The Coping Evolution        Requirements section.

Discussion Generator

-   -   The discussion generator gathers input from the facilitator/user        and generates output in the form of inquires back to the user        which can include the user's “most like” or “least like” set of        behaviors or attitudes (denoted as “attitudinal trait        descriptions” herein) Refer to FIGS. 50 through 53.

Discussion Topic

-   -   A discussion topic is defined by the user wherein the discussion        topic is the subject in which the user would like to        investigate. For example, such a discussion topic might be “my        relationship with my wife, Karen”. Refer to FIG. 48.

Discussion Topic Evaluation

-   -   A discussion topic evaluation evaluates or measures how well a        user perceives the discussion topic (e.g., my relationship with        my wife Karen) in which the user wishes to investigate. Refer to        FIG. 48.

Electronic Journal

-   -   The electronic journal is where the user may enter journal        entries based on inquiries generated back to the user. Refer to        FIGS. 50 through 53.

Evaluation Procedure

-   -   The evaluation procedure refers to the user profile or        motivational instrument facilitated by an expert in the field        and given to a user of this system wherein the evaluation        procedure is treated as input to the present invention. Refer to        Appendix A.

Fundamental Category

-   -   A fundamental category is an essential quality or virtue which        represents one of multiple “ideal” ways to relate to a person,        thing, or situation (In one embodiment, fundamental categories        are defined as “confidence”, “patience”, “devotion”, and “honor”        wherein such fundamentals are intended to represent an optimum        relationship). The fundamental categories are nouns that are        primarily defined by the facilitator (e.g., a person that        assists a user in interacting with the present invention) in the        FUNDAMENTAL CATEGORY CONSTRUCTOR 14 in FIG. 3. Refer to FIGS. 30        b through 30 f and the definition of The Relationship Anatomy        Model in this section.

Good Ranking Range

-   -   The user evaluates a situation, relationship, or issue (i.e.,        discussion topic) by ranking true/untrue statements from 1 to 10        and a good ranking range is a rank of 6 through 10. Refer to        FIG. 48.

Implied Rank

-   -   The implied rank is a rank calculated by this system based on        the original rank entered by the user for a discussion topic.

Inquiry

-   -   An inquiry is generated back to a user based on a user's        discussion topic evaluation wherein the user reads the inquiry        to help investigate ways to approach a given discussion topic.        Refer to FIGS. 50 through 53.

Linguistic Constructs Table

-   -   The Linguistic Constructs Table stores the data used to build        inquires which are generated back to the user for investigation        of the user's discussion topic and/or autobiography. Refer to        FIG. 29 and the Detailed Description Of The Linguistic        Constructs Table.

Motivational Attribute

-   -   A motivational attribute (e.g., “need”) is an essential source        or driver which serves to develop or evolve (more generally,        determine) the aspects in a user's perception of a user-defined        discussion topic.

Motivational Coping Technique

-   -   A motivational coping technique (e.g., “allow”) is a verb (e.g.,        this verb must also have a capability to be used as a transitive        verb) representing a motive which is intended to develop or        evolve a user's perception of a user-defined discussion topic.

Poor Ranking Range

-   -   The user evaluates a situation, relationship, or issue (i.e.,        discussion topic) by ranking true/untrue statements from 1 to 10        and a poor ranking range is a rank of 1 through 5. Refer to FIG.        48.

Primary Motivational Coping Technique

-   -   A primary motivational coping technique (e.g., “allow”) is a        representation of the primary motive for a generated inquiry,        wherein the inquiry is intended to elicit a user response toward        a (user) designated discussion topic, and wherein the primary        motive is selected from a predetermined collection of textual        representations, each textual representation describing a        potential motivation that could be applicable to the user.

Quadrant Cache

-   -   A quadrant cache is part of the Relationship Anatomy Model        design. A quadrant cache represents a plurality of        interchangeable variables and either a “low” or “high” awareness        level or either “most-like” the user or “least-like” the user        behaviors or attitudes. Refer to FIGS. 30 a through 30 f.

Rank

-   -   A rank is a score that the user enters when evaluating a        discussion topic. The rank entered is between 1 (e.g., mostly        untrue) and 10 (e.g., mostly true). The rank entered either        doesn't satisfy (e.g., a low rank) or satisfies (e.g., a high        rank) the user's perception of the discussion topic. Refer to        FIG. 48.

Relationship Anatomy Model

-   -   The relationship anatomy model is a data model that, at least in        one embodiment, enables a user to relate their perception of a        user-defined situation, relationship, event, etc. (e.g.,        discussion topic) to the data model's predefined data        organization, wherein this data organization includes related or        “linked” data items, each data item identifying/describing an        attribute or characteristic of the user's motivations and/or        personal traits. Moreover, this data organization may be used by        the user to investigate his/her perceptions regarding various        discussion topics. In particular, each such data item can be        from one (and only one) of the following components or        classifications of the user's motivations and/or personal        traits: fundamental categories, user states of mind, user        motivational attributes, user motivational coping techniques,        and the user's attitudinal trait descriptions. Accordingly, the        relationship anatomy model's components or classification are        used to generate meaningful inquiry's or questions to the user        through a response algorithm. The response algorithm builds and        generates inquiries back to the user based on the user's        perception of the discussion topic, wherein these inquiries are        built directly from the linkages of the data items of the user's        specific relationship anatomy model. In addition, the Linguistic        Constructs Table is designed based on the data organization of        the relationship anatomy model. Refer to FIG. 30 a through FIG.        30 f, the Linguistic Constructs Table Detailed Description, and        The Detailed Description Of The Coping Evolution Requirements        for further description.

Response Algorithm

-   -   The response algorithm calculates the user's perception of a        discussion topic in relation to the Relationship Anatomy Model.        The intention of the response algorithm is to reflect how a user        perceives a discussion topic.

Response Type

-   -   The response type represents how a user requests to receive an        inquiry generated back to them based on a discussion topic        evaluation. For one embodiment, a user may request an “empower”        response type which produces an inquiry that represents the        user's “strongest” perception of a discussion topic. Or        alternatively, the user may request an “improve” response type        which produces an inquiry that represents the user's “weakest”        perception of a discussion topic. Refer to FIG. 48 and steps 68        through 72 of the Detailed Description Of The Invention.

Set of Attitudinal Trait Descriptions

-   -   A set of attitudinal trait descriptions wherein these        descriptions either represent how a user “most likely” behaves        or “least likely” behaves according to the behavioral or        motivational procedure (i.e., evaluation procedure).

State of Mind

-   -   There are two ideal types of states of mind presupposed in at        least some embodiments of the present invention. A “passive”        state of mind represents a user's relaxed disposition (e.g.,        suggesting less effort). An “active” state of mind represents a        user's active disposition (e.g., suggesting more effort). These        states of mind are designed into the relationship anatomy model        and provide a means of relating (in some cases with less effort        (e.g., passively) and in some cases with more effort (e.g.,        actively)) the user's perception to a discussion topic. Refer to        FIG. 30 f.

State of Mind Description

-   -   A state of mind description is made of one-word descriptors        which represents a user's “passive” and “active” state of mind.        For example, a “passive” state of mind description may be        defined as: creativity, clarity, and satisfaction and an        “active” state of mind may be defined as: freedom, vitality,        connecting. These descriptions are used in the inquiries        generated back to the user and they are defined with the        facilitator or someone experienced in defining such        descriptions.

Sub-Rank

-   -   Sub-ranks are scores calculated by the response algorithm based        on a rank entered by the user when evaluating a discussion        topic. A sub-rank represents a user's set of behaviors or        attitudes (i.e., set of attitudinal trait descriptions).

True/Untrue Statement

-   -   One or more true/untrue statements are presented to a user that        requires the user to enter specific criteria (e.g., rank,        confidence level indicator of high or low, and a response type        of empower or improve) for each statement when evaluating a        discussion topic. Refer to FIG. 48.

SUMMARY OF THE INVENTION

(Note: words shown in bold text below are defined in the Terms andDefinitions section above; only the first instance of each term is inbold format)

Overall, it is important to note that the present invention provides acomputational structure for creating applications wherein the structureprovides a programmatic and syntactical computational framework forbeing able to describe or define specific applications that generatemeaningful or purposeful discussions or thought processes for users tomanage or learn preferred outcomes in which the application is designedor intended. For example, the computational structure of the presentinvention is like a “Microsoft Excel” program whereas each suchapplication is like a “spreadsheet” created from the “Microsoft Excel”program to manage, e.g., a specific financial outcome. As a reader ofthe present invention, you will notice that present invention describes:(1) the computational structure along with (2) at least one applicationusing the computational structure. In particular, the applicationdescribed herein aids users in gaining greater insight or awareness forunderstanding: (a) their motivations, and/or (b) their likely (denotedas “most like” herein) or unlikely (denoted as “least like” herein)behavior responses toward a specific user-defined situation (denoted as“discussion topic” herein).

In one embodiment the present invention may be embodied as a discussiongenerator for assisting a person (i.e., a user) in becoming more awareor gaining greater understanding of his/her perceptions on various“discussion topics”, wherein a discussion topic may be a particularsituation regarding, but not limited to, career, family, personalgrowth, fun/recreation, relationship, etc.

More specifically, the present invention provides a syntacticrepresentation (i.e., the combination of both data and programmaticalgorithms) of a user's motivations and/or ‘most like” or “least like”behavior responses so that the syntactic representation can be used togenerate customized inquiries to be provided to the user. Additionally,the syntactic representation is intended to model how a user prefers to:(a) use language to think, and (b) describe how a user prefers toperceive his/her world/environment. Thus, by combining both the datadefined for a specific application with the programmatic algorithms ofthe present invention, a programmatic system that expresses ideas,questions and statements in language (i.e., words, terms and phrases)that is more meaningful to the user, and thereby provides the user withgreater insight into how the user experiences and/or prefers to perceivehis/her environment.

In one embodiment, the present invention may be considered anintelligent process for providing users with the computational structureto aid them in describing and/or assessing personalized content (e.g.,exploring a particular topic) representative of preferred: (1) sets ofvalues (denoted as “fundamental categories” herein), (2) copingdescriptors (i.e., descriptions of coping behavior, also denoted as“motivational coping techniques” herein), and (3) personalized attitudesor behaviors (denoted as “attitudinal trait descriptions” herein). Forexample, for a set of values including a fundamental category denoted:“generosity”, a corresponding coping descriptor that is meaningful tothe user (although not necessarily practiced by the user) might be theverb phrase: “feeding the poor”, and a set of corresponding attitudinaltrait descriptions applicable to the user might be: “prefers to be withpeople”, and “prefers to be in control of situations”. In particular,the resulting described personalized content provides data forgenerating inquiries back to the user that are intended to help the userlearn how to better understand, perceive and/or recognize his/herattitudes and/or perceptions as they relate to a user-defined discussiontopic. Accordingly, the user can investigate, reflect upon, and/or gaingreater insight into his/her perceptions related to the discussion topicand the user's specific attitudinal trait descriptions related thereto.

The discussion generator of the present invention may extract specificuser attitudinal trait descriptions from an evaluation procedure thatevaluates the user's perceptions in relation to a predetermined set ofattitudinal traits. Such attitudinal traits (and more particularly, theattitudinal trait descriptions derived therefrom) are then passed to thediscussion generator wherein inquiries are generated to and/orinteractions are initiated with the user so that the user gains agreater awareness of a given discussion topic. In one embodiment of theinvention, a personal evaluation test corresponding to the BirkmanMethod (developed and distributed by Birkman International, Inc., 3040Post Oak Blvd., Suite 1425, Houston, Tex. 77056 USA) is used as (one of)the evaluation procedure(s). Such evaluation procedures are also knownas “motivational instruments” and are commonly thought of as providing adescription or profile of a user's personality. However, a more precisedescription is that such evaluation procedures determine the relativeawareness and/or relative utilization of a predetermined set ofattitudinal traits as compared to others that have also been similarlyevaluated. In particular, the output from such an evaluation proceduremay assist the discussion generator of the present invention (and theuser as well) in classifying the user's “most like” (e.g., “like”behaviors or attitudes) and “least like” (e.g., “unlike” behaviors orattitudes) sets of attitudinal traits so that corresponding sets ofattitudinal trait descriptions can be used in generating inquiries(e.g., statements and/or questions for the user's consideration orcontemplation). Accordingly, such attitudinal trait descriptions and theinquiries generated therefrom support the user in understanding,perceiving, and/or recognizing his/her behaviors or attitudes related toa discussion topic. Note that such an evaluation procedure may beincluded in an embodiment of the invention or may be substantiallyseparate therefrom.

Furthermore, in generating such inquiries, the invention uses (i) apre-determined set of fundamental categories (e.g., in one embodiment:“confidence”, “patience”, “devotion”, “honor”) that represent “ideal”ways a user may relate to themselves or interact with their environment,and (ii) corresponding motivational coping techniques (e.g., in oneembodiment for the fundamental category “confidence”: “allow”, “accept”,“maintain”, “support”) that helps a user develop or evolve an awarenessof each of the fundamental categories as they relate to a discussiontopic. Note that such fundamental categories may be predefined by a useralong with a “facilitator” who utilizes the present invention to aid theuser in discovering ways to learn and/or cope with their “most like” and“least like” sets of attitudinal trait descriptions (e.g., behaviors orattitudes) during a process of associating and/or learning ways toincorporate personally important characteristics of such fundamentalcategories (e.g., “confidence”) into the users awareness. In particular,it is an aspect of the present invention that a facilitator may utilizethis invention to aid the user in discovering ways to cope (e.g.,“allow”) with their “most like” and “least like” sets of attitudinaltrait descriptions (e.g., needing plenty of time for complex decisions)in the context of a discussion topic defined by the user.

Moreover, it is yet another aspect of the present invention that thepredetermined fundamental categories, the motivational copingtechniques, and the sets of attitudinal trait descriptions are designedin such a manner that a user may input evaluations of a discussion topicinto the invention, and the discussion generator of the presentinvention will use such evaluation for communicating back to the userthrough carefully designed inquiries which are the result ofcomputational analysis of the evaluations as they relate to suchfundamental categories, motivational coping techniques and sets ofattitudinal trait descriptions so that the user can then consider (andpreferably answer or address) subsequent statements or questionsgenerated by the invention, and thereby gain a greater understanding ofhis/her motivations related to the discussion topic.

An additional aspect of the present invention is directed to acomputational system (method and apparatus) for generating suchdiscussion-topic directed inquiries and/or discussion-topic relatedinteractions according to a predetermined set of one or more fundamentalcategories as defined by the facilitator and/or the user. In a typicalembodiment of the invention, each such fundamental category represents ahealthy quality (e.g., “confidence”) of how the user may wish toperceive issues, situations and/or relationships. In addition, thefacilitator and the user are able to define a set of motivational copingtechniques for each fundamental category designed accordingly throughwhat is referred to herein as Coping Evolution Requirements (refer tothe Detailed Description Of The Coping Evolution Requirements) as itrelates to the Relationship Anatomy Model that is particularly disclosedin FIGS. 30 a through 30 f. The motivational coping techniques areidentified or represented as verbs in the present invention, whereinsuch verbs are specifically selected with the intention of developing orevolving an awareness by the user of the fundamental category for whichthe verbs are representative. As described above, a qualifiedfacilitator or one skilled in the art may be required to predefine everyfundamental category and the corresponding motivational copingtechniques. Also as described above, to help further assist in gatheringinformation for each such fundamental category, a user evaluationprocedure is generally administered by a trained expert or institutionthat is well skilled in the art of human cognitive perception (e.g.,personality profiles or motivational instruments). The result from suchan evaluation procedure may be a “user profile” of the user'spersonality, behavior styles, attitudes, person-to-person interactiontechniques, etc. (e.g., attitudinal trait descriptions). Theseattitudinal trait descriptions are classified into motivationalattributes as defined by such a motivational instrument. Each suchmotivational attribute (e.g., “needs”, “stress reactions”, “interests”,strengths) is also classified by the evaluation procedure within afundamental category (e.g., “confidence”, “patience”, “devotion”,“honor”). The relationships between fundamental categories, motivationalattributes, motivational coping techniques, and sets of attitudinaltrait descriptions will become more apparent from the descriptionhereinbelow.

In one embodiment, such a user profile or motivational instrument can besubstantially provided using the results from one or more of the Birkmancollection of personal assessment tests available from BirkmanInternational, Inc., 3040 Post Oak Blvd., Suite 1425, Houston, Tex.77056 USA. More generally, such a user profile can be substantiallyprovided using the results of other user profile's which use a binaryscale to measure a plurality of different behaviors, attitudes,preferences, etc. (e.g., “attitudinal trait descriptions”) within one ormore attributes (e.g., “motivational attributes”). Other personalityprofiles or motivational instruments that may be used with (or as partof) the present invention, include: (1) Myers Briggs a personality testowned by Consulting Psychologists Inc, (2) DISC a personality test ownedby Inscape Publishing, Inc, etc. The “Other Embodiment Descriptions”section hereinbelow provides additional alternative personality profilesor motivational instruments. Moreover, the result from such personalityprofiles or motivational instruments may be also dependent upon coachingsessions wherein the user is assisted in taking and/or interpreting theresults from such a test(s) (e.g., one or more of the Birkman tests) bya trained personality assessment expert (i.e., facilitator). Note thatthe result from the evaluation procedure is typically indicative of theuser's propensity to be consistent with, e.g., a description of an“idealized” user having particular predetermined or learned perceptionsand/or behaviors (sometimes referred to as “styles” by those skilled inthe art). Such a description of an idealized user may describe users atone extreme of a metric (e.g., having a “high” assessment for aparticular grouping of behaviors traits), or describe users at anopposite extreme of such a metric (e.g., having a “low” assessment forthe particular grouping of behaviors traits). In other words, suchpersonality profiles or motivational instruments generally utilizeextreme behaviors or attitudes to describe which are “most like” and“least like” the user.

There are three major sections described in remainder of this summarysection hereinbelow:

-   -   A. Section A describes the mechanics of the invention as it        relates to a user's motivation(s) (e.g., attitudinal trait        descriptions) relative to a discussion topic, and the        fundamental categories which relate to such motivation(s).    -   B. Section B describes the mechanics of the invention as it        relates to how a user interacts with this system in everyday        situations, relationships, or aspects of general life (e.g.,        discussion topics).    -   C. Section C describes the mechanics of the invention as it        relates to documenting and reporting the user's experiences as        it relates to the user's discussion topics and autobiography.

-   A. Section A describes the mechanics of the invention as it relates    to a user's motivation (e.g., attitudinal trait descriptions) and    the fundamental categories which relate to their motivations. In    order to appreciate these mechanics of the present invention, the    structural components of the Relationship Anatomy Model embodiment    shown in FIG. 30 a through FIG. 30 f are briefly described    immediately below in 1 through 6:    -   1. One aspect of the Relationship Anatomy Model stores instances        of pre-defined relating qualities in the form of particular        relating concepts (denoted as “fundamental categories” herein).        The facilitator and the user of the system define such        fundamental categories through the MINDSET DEVELOPER 4 component        in FIG. 3. Also, once the fundamental categories are classified        and defined, they are stored in a table called the Linguistic        Constructs Table in FIG. 29 wherein the fundamental categories        are established and entered in the Linguistic Constructs Table        through the LINGUISTICS ORGANIZER 17 component in FIG. 4. As an        example of such a fundamental category, there may be a        fundamental category indicative of the user's “confidence”. In        addition, such a fundamental category (e.g., confidence) has a        one-to-one relationship with a motivational attribute (e.g.,        needs) as primarily defined through the MOTIVATION MANAGER 3        component in FIG. 2 as described in more detail in        subsection (2) immediately below. That is, such a “confidence”        fundamental category may be useful for assessing the degree to        which a user tends (or defaults) to assess a preferred outcome        (e.g., satisfying a “need” instance) to a wide range of        discussion topics. Thus, such a “confidence” fundamental        category may be useful for determining, given the uncertainty of        future circumstances, the propensity of the user to generally        ascribe a greater weight to a preferred outcome than to a        non-preferred outcome based on the recognition or awareness of        the user's “most like” or “least like” set of needs.        Additionally, such a need motivational attribute (as described        in more detail in subsection (2) immediately below) provides        attitudinal trait descriptions along with a pre-defined        motivational coping technique(s) to support a user's        “confidence” development or evolution in aspects of a particular        discussion topic (e.g., the user's tendency to ascribe a        preferred outcome to a future situation or relationship) in        relation to a user's “most like” or “least like” specific needs.        Thus, the term “confidence” (e.g., a fundamental category) in        the present discussion may have the following description:    -   1.1. Confidence: to have trust or faith in something or someone.        More particularly, whether (or to what degree) the user's        perception of the conditions, generated substantially by the        discussion topic (or substantially derived therefrom), are or        will ultimately be consistent with the user's expectations        (e.g., needs) of the conditions. Thus in using the present        invention, a user performs an evaluation (denoted as “discussion        topic evaluation” herein) according to this “confidence”        fundamental category for assessing, e.g., the user's general        level of confidence for or relating to aspects of a particular        discussion topic. For instance, a discussion topic evaluation        may be performed to determine the user's condition as it relates        to the user's “confidence” for the particular discussion topic.        Depending on the results of this evaluation, the discussion        generator generates inquiries back to the user which is        dependent upon a similarity and/or dissimilarity with        attitudinal trait descriptions (e.g., attitudes or behaviors        that represent the user's “most like” or “least like” needs) as        well as prescribes a pre-defined way to cope (e.g., motivational        coping technique) with developing or evolving the condition of        the fundamental category “confidence”.        -   Note that in one or more embodiments of the invention,            additional fundamental categories may be identified by the            words: patience, devotion, and honor, wherein such            additional categories may be described as follows:    -   1.2. Patience: bearing or enduring emotional pain, difficulty,        provocation, or annoyance with calmness. More particularly,        whether (or to what degree) the user's perception of undesirable        conditions created by the discussion topic (or substantially        derived therefrom), are generally (e.g., substantially        consistently) accepted without substantial increase in the        user's “most like” or “least like” stress reactions (e.g., as        described in subsection (2) immediately below, stress reactions        are defined as a motivational attribute for the fundamental        category Patience).    -   1.3. Devotion: ardent, often selfless affection and dedication,        as to a person or principle; love. More particularly, whether        (or to what degree) the user perceives that he/she is actively        interested in the discussion topic (or conditions arising that        are related thereto) so that the user explores and/or sets goals        that are related to the discussion topic as it relates to the        user's “most like” or “least like” interests (e.g., as described        in subsection (2) immediately below, interests are defined as a        motivational attribute for the fundamental category Devotion).    -   1.4. Honor high respect, as that shown for special merit;        esteem. More particularly, whether (or to what degree) the user        perceives that he/she is incorporating their usual strengths        within the discussion topic (or conditions arising that are        related thereto) as they relate to the user's “most like” or        “least like” usual strengths (e.g., as described in        subsection (2) immediately below, usual strengths are defined as        a motivational attribute for the fundamental category Honor).        -   Of course, additional and/or alternative fundamental            categories may be used with the present invention as one            skilled in the art will understand once the scope of the            invention is fully appreciated. For example, such additional            and/or alternative fundamental categories may be categories            that represent learning new skills such as learning to grow            a garden. Such fundamental categories for learning to grow a            garden may be defined by a facilitator and a user of the            present invention as preparedness, accumulation,            designation, and maintenance (e.g., there may be more or            fewer fundamental categories define). Or another example may            be learning the most efficient and effective means to            re-engineer an existing structure. Such fundamental            categories that are representative of the most efficient and            effective means to re-engineer an existing structure may be            defined by a facilitator and a user of the present invention            as salvage-ability, recyclable, fabrication, and            environment. As one skilled in the will understand, there            are an unlimited number of applications that may be used for            this invention.    -   2. Another aspect of the Relationship Anatomy Model is that for        each such fundamental category (e.g., “confidence”) described        above and defined through the MINDSET DEVELOPER 4 in FIG. 3, the        present invention may associate one or more motivational        attributes (e.g., “needs”) for each fundamental category. The        motivational attributes described in 2.1 through 2.5 below are        defined within the MOTIVATION ATTRIBUTE CONSTRUCTOR 10 in FIG.        2, and are provided by the motivational instrument. However,        such motivational attributes may be modified by the facilitator        and the user, and are associated with at least one (and        preferably each of a plurality) fundamental category as defined        by the facilitator through the FUNDAMENTAL CATEGORY CONSTRUCTOR        14 in FIG. 3. Also, the motivational attributes are classified        and stored in a table called the Linguistic Constructs Table in        FIG. 29 wherein the motivational attributes are processed and        organized through the LINGUISTICS ORGANIZER 17 component in FIG.        4.        -   A “motivational attribute” facilitates and is essential for            the development or evolution of its corresponding            fundamental category within a user. In particular, such            motivational attributes classify user's “most like” or            “least like” attitudinal trait descriptions as described            later in this summary which provide additional guidance in            establishing, in guiding the development or evolution of,            and/or using motivational coping techniques that are            intended to facilitate generation inquiries related to the            fundamental category regarding the user's perception of a            discussion topic. Examples of such motivational attributes            for fundamental categories as described above are as            follows.    -   2.1. For the above mentioned fundamental category of        “confidence”, the corresponding motivational attribute is        denoted as “needs”, wherein “needs” may be described as follows        (for a given discussion topic):        -   The user's perceptions of what is considered as a necessary            (or required) environment and/or necessary outcome for the            discussion topic (or derived substantially therefrom) so            that the user perceives, or may choose to experience a            greater motivation, either: (a) to initiate or to not            abandon the discussion topic, or (b) to terminate activities            related to the discussion topic.        -   Note, as an aside, the rationale for identifying “needs” as            a motivational attribute for the fundamental category of            “confidence” is that it is believed that a user's            confidence, as related to a discussion topic, may be            operably assessed by determining the degree to which the            user's needs (related to the discussion topic) are perceived            by the user as being accommodated or satisfied.    -   2.2. In one embodiment of the invention further described below,        the above mentioned fundamental category of “patience” has an        associated motivational attribute denoted “stress reactions”,        wherein “stress reactions” may be described as follows (for a        given discussion topic):        -   The user's stress reactions related to the discussion topic            (and/or outcomes therefrom) resulting from undesirable or            unexpected conditions or circumstances created by the            discussion topic (or substantially derived therefrom).        -   Note, as an aside, the rationale for identifying “stress            reactions” as a motivational attribute for the fundamental            category of “patience” is that it is believed that a user's            patience, as related to a discussion topic, may be assessed            by determining the degree to which the user's needs, not            stress reactions, related to the discussion topic are            perceived by the user as being accommodated or satisfied. In            other words, when a user's needs (as related to a discussion            topic) are being accommodated or satisfied then it is            believed that a user's stress reactions are minimized or at            least reduced within the discussion topic.    -   2.3. In one embodiment of the invention further described below,        the above mentioned fundamental category of “devotion” has an        associated motivational attribute denoted “interests” (denoted        by the Birkman Method as “Organizational Strengths” which is not        to be confused with the motivational attribute “strengths” as        described in 2.4 below), wherein “interests” may be described as        follows (for a given discussion topic):        -   The user's interests related to the discussion topic may be            described as “active” or “inactive” within the discussion            topic (and/or conditions arising that are related thereto).            In particular, the present invention allows the user to            explore ways to elicit, change or accept his/her interests            (i.e., active or inactive) in the content of the discussion            topic (or conditions arising that are related thereto).        -   Note, as an aside, the rationale for identifying “interests”            as a motivational attribute for the fundamental category of            “devotion” is that it is believed a user's devotion, as            related to the discussion topic, may be assessed by            determining the degree to which the user utilizes their            interests as related to the discussion topic.    -   2.4. In one embodiment of the invention further described below,        the above mentioned fundamental category of “honor” has an        associated motivational attribute denoted “strengths” (denoted        by the Birkman Method as “Usual” behavior), wherein “strengths”        may be described as follows (for a given discussion topic):        -   The user's perceived strengths to the discussion topic            (and/or outcomes therefrom) resulting in incorporating the            user's usual strengths on conditions or circumstances            created by the discussion topic (or substantially derived            therefrom).        -   Note, as an aside, the rationale for identifying “strengths”            as a motivational attribute for the fundamental category of            “honor” is that it is believed a user's honor, as related to            the discussion topic, may be assessed by determining the            degree to which the user utilizes their strengths as related            to the discussion topic. Also, it is believed that when a            user's needs described in 2.1 above are being accommodated            and satisfied it is more likely that a user's strengths are            stimulated.    -   3. It is yet another aspect of this invention to gather a        collection of descriptions of “attitudinal traits” (denoted as        “attitudinal trait descriptions” herein) that represent what are        believed to be descriptive of at least one idealized user,        wherein such attitudinal trait descriptions are indicative of        the idealized user's usual, default and/or preferred attitudes        (and/or resulting behaviors) related to the motivational        attributes described above for the corresponding fundamental        categories also described above. Note that attitudinal trait        descriptions for each motivational attribute may be        substantially derived from an evaluation procedure, e.g., in        conjunction with an expert in human cognitive perception as        discussed above (however, it is worth noting that assistance        with such evaluation procedures may also be substantially in        written form or automated, e.g., via software, and may be        provided via a network such as the Internet). Thus, for the        motivational attribute “needs”, there may be a collection of        attitudinal trait descriptions that is consistent (e.g.,        statistically correspond) with a user's “user profile” that when        these attitudinal traits are supported (e.g., provided, and/or        satisfied), the user is generally deemed to have a healthy        outlook toward a given discussion topic or life in general.        Alternatively or optionally, when these attitudinal trait        descriptions are not supported (e.g., not provided and/or not        satisfied), the user is generally deemed to have an unhealthy        mental state-of-mind or outlook of a given discussion topic or        life in general. For the motivational attribute “needs” and its        corresponding fundamental category “confidence”, such “need”        attitudinal trait descriptions may be, e.g.: needing plenty of        time to make decisions, needing a busy schedule, or needing a        definite plan in place to accomplish a task. In addition, if an        idealized user is aware of such needs, then the user is more        likely to discover ways to accommodate these needs within a        discussion topic. Moreover, it is believed that the user's        confidence will develop or evolve over time within a discussion        topic in correspondence to increased awareness of such needs and        discovering ways to accommodate these needs. Also, it is        believed that the needs which are not like the user (i.e., needs        “least like” the user) may also provide the user with valuable        insight. In other words, when the user shows a “lack of        motivation” to a particular need, it may be that the user has        either a preference for, or dislike of others having a strong        propensity for having such a need. Accordingly, by allowing the        user to investigate his/her perceptions regarding such “lack of        motivation”, the user may gain useful personal insights. In        particular, by presenting to the user presentations (e.g.,        questions, statements, etc.) such that various needs or        attitudinal trait descriptions (which are different from those        of the user), such different attitudinal trait descriptions can        be explored by the user. Thus, the present invention may be used        to help the user discover an increased awareness of not only        his/her own needs or attitudinal trait descriptions as they        relate to the user's discussion topic(s), but also very        different needs or attitudinal trait descriptions of others. In        addition, the present invention may also help the user to become        aware of another's behaviors and/or attitudes (e.g., attitudinal        trait descriptions) and attempt to give the user a perception of        how another person may relate to their own environments within a        given discussion topic. In at least one embodiment of the        present invention and described in more detail in subsection        four immediately below, a computational system (see Appendix A)        classifies a collection of the user's “most extreme” attitudinal        trait descriptions which are “most-like” and “least-like” the        user. In other words, in one embodiment of the present        invention, not all the user's attitudinal trait descriptions        from the user profile or evaluation procedure are utilized,        e.g., only those attitudinal trait descriptions are utilized        which the computational system of this invention find as extreme        for a given user as compared to other attitudinal trait        descriptions.    -   4. It is another aspect of the Relationship Anatomy Model to        classify such user's attitudinal trait descriptions described in        subsection three immediately above. The design of the        Relationship Anatomy Model in FIG. 30 a shows at least four        “quadrant caches” that represent a classification of the user's        “most like” or “least like” attitudinal trait sets (e.g., set of        attitudinal trait descriptions) for each motivational attribute        and its corresponding fundamental category (e.g., “needs” and        “confidence”). More particularly, such quadrants include a        plurality of mutually exclusive classifications for the        attitudinal trait descriptions, each such classification denoted        herein as “set of attitudinal trait descriptions”. Note that for        describing the present invention, the arrangement or geometry        disclosed in FIG. 30 a through FIG. 30 f is relied upon to        simplify the description herein. However, such simplification        should not be interpreted as a limitation of the invention.        Indeed, there could be more or fewer than four quadrants in the        Relationship Anatomy Model. For example, a user may only want to        design one quadrant cache for every motivational attribute and        fundamental category wherein the user desires to only focus on        one classification of their attitudinal trait descriptions. In        addition, a user may want to design a subset of quadrant caches        for each of the four existing quadrant caches wherein each        subset of quadrant caches classifies a “deeper” sense or        description of the attitudinal trait description sets. In other        words, there are an unlimited number of ways to define the        “variables” within the structure of the Relationship Anatomy        Model wherein variables represent words, terms, and phrases that        may change depending on the user's preferences when defining        such variables with the facilitator. The following description        explains the classification of the user's sets of attitudinal        trait descriptions within the Relationship Anatomy Model design        in FIG. 30 through FIG. 30 f. As stated above, these figures are        provided to simplify the description herein. Also, it may be        important to note that the Relationship Anatomy Model design is        incorporated within the Linguistic Constructs Table in FIG. 29,        and it may help to understand the Linguistic Constructs Table        Detailed Description section before proceeding. Accordingly, the        reader may wish to review the subsection of the Detailed        Description hereinbelow entitled “Detailed Description Of The        Linguistic Constructs Table”.        -   In FIG. 30 a, the quadrant caches are represented            two-dimensionally by two axes, wherein the “y” or vertical            axis represents a range of user awareness regarding the            attitudinal trait descriptions, and in particular, as such            attitudinal trait descriptions relate to a discussion topic            that a user is exploring via the present invention. Thus,            this awareness range is from a user “high” awareness to a            user “low” awareness. Alternatively the “x” or horizontal            axis represents a range of user perceptions of the            attitudinal trait descriptions, wherein the range extends            from those attitudinal traits most (or more) like the user            (herein denoted “most like” for simplicity) to those            attitudinal trait descriptions least (or less) like the user            (herein denoted “least like” for simplicity). The user of            the system classifies the sets of attitudinal trait            descriptions via the USER PROFILE 9 component in FIG. 2            through the MOTIVATION EQUALIZER 11 component in FIG. 2 and            the MOTIVATION AMPLIFIER 12 component in FIG. 2 (refer to            the Brief Descriptions Of The Components section of this            application for more information regarding these            components). In particular, for the given motivational            attribute (also denoted as “ATT” herein) and its            corresponding fundamental category (also denoted as “CAT”            herein) and its associated attitudinal trait descriptions            (denoted as “X” below), at least the following quadrant            caches are applicable:        -   Quadrant 1 Cache: A quadrant whereby the user has a            relatively “low” awareness of an instance of the attitudinal            trait description(s) X in the context of the discussion            topic, and the attitudinal traits represent instances that            are “most like” the user.        -   Quadrant 2 Cache: A quadrant whereby the user generally has            “high” awareness of an instance of the attitudinal trait            description(s) X in the context of the discussion topic, and            the attitudinal trait(s) represent instances that are “most            like” the user.        -   Quadrant 3 Cache: A quadrant whereby the user generally has            “low” awareness of an instance of the attitudinal trait            description(s) X in the context of the discussion topic, and            the attitudinal trait(s) represent instances that are “least            like” the user.        -   Quadrant 4 Cache: A quadrant whereby the user generally has            “high” awareness of an instance of the attitudinal trait            description(s) X in the context of the discussion topic, and            the attitudinal trait(s) represent instances that are “least            like” the user.        -   Also, referring to FIG. 31 a different view of the            Relationship Anatomy Model is illustrated that shows the            results of classifications or sets of attitudinal trait            descriptions. Each set of attitudinal trait descriptions is            classified by a triplet for each quadrant cache (e.g., A.1.1            is an example of such a triplet), wherein the first            coordinate of the triplet identifies the fundamental            category (e.g., A, B, C, or D), the second coordinate of the            triplet identifies the column (e.g., column 1 or column 2),            and the third coordinate of the triplet identifies the            quadrant cache (e.g., 1, 2, 3, or 4). For example, within            quadrant 1 cache (e.g., sets of attitudinal trait            descriptions wherein the user has identified them as “most            like” himself and having a “lower” awareness thereof) the            set is identified as A.1.1. The first coordinate of the            triplet, “A”, represents the fundamental category (e.g.,            “confidence”), the second coordinate of the triplet, “1”,            represents the column number (e.g., “column 1” which            indicates that these attitudinal trait are most like the            user), and the third coordinate of the triplet, “1”,            represents the quadrant cache (e.g., “quadrant 1 cache”).            Note that each set of attitudinal trait descriptions are            “locked” to a specific quadrant cache and within a specific            fundamental category and motivational attribute. However, as            described in section 6.5 hereinbelow, when describing the            operation of motivational coping techniques, depending on            the results of a user discussion topic evaluation, a            motivational coping technique (e.g. “allow”) may represent a            set of attitudinal trait descriptions in either column 1            (e.g., A.1.1) or column 2 (e.g., A.2.3). Therefore, the            motivational coping technique may represent one set of            attitudinal trait descriptions for one discussion topic            while representing another for a different discussion topic.            This logic will become more apparent as one appreciates the            scope of this invention.    -   5. It is another aspect of the Relationship Anatomy Model in        FIGS. 30 b through 30 f that there are at least two types of        “states of mind” for each fundamental category and its        corresponding motivational attribute. These two types are        “passive” (e.g., suggesting less effort) and “active” (e.g.,        suggesting more effort) states of mind. In one embodiment of the        present invention, the user assigns descriptions for each of        these “states of mind”. These descriptions are derived from the        STATE OF MIND CONSTRUCTOR 8 component in FIG. 2 and are utilized        by the DISCUSSION GENERATOR 5 component in FIG. 4 of the present        invention as part of the inquires generated (as discussed in        more detail hereinbelow). The ‘states of mind” descriptions are        obtained through conducting dialogue exercises or interactions        with the user. In most cases, these exercises should be        performed with a trained professional or expert. For example,        one exercise that a user may be requested to perform requests a        user to meditate on a script or presentation that relaxes the        user and results in a “passive” state of mind description. Based        on the user's experience in this exercise, the user provides a        list of one-word descriptions that represent his/her “passive”        experience (e.g., words such as: creativity, clarity, and        satisfaction). In addition, the user may perform another        exercise that results in the user entering a state of mind where        the user re-visits a highly motivated and/or positive        experience; i.e., the user enters an “active” state of mind.        Based on the user's experience in this exercise, the user        provides a list of one-word descriptions that represent his/her        “active” experience (e.g., words such as: freedom, vitality and        connecting). Generally, in one embodiment of the present        invention, a list or set of three or more one-word descriptions        are provided for each such state of mind. However, phrases        and/or pictures may also be identified by the user as being        indicative of a particular state of mind. Moreover,        additional/alternative states of mind may be incorporated into        an embodiment of the invention. For example, active and passive        states of mind may be subdivided into the following. For the        active state of mind, two substates: active for avoidance, and        active for pursuing. For the passive state of mind: passive from        fear, passive from indifference, and passive from pleasure.        -   For the purpose of leading the reader into subsection six            immediately below regarding motivational coping techniques            and how these techniques operate within the Relationship            Anatomy Model, it is assumed that for a given fundamental            category within a particular discussion topic, the “passive”            state of mind motivational coping techniques will either            represent the user's “most like” attitudinal trait            descriptions (i.e., quadrant cache 1 and quadrant cache 2            denoted as “Column 1” herein) or the user's “least like”            attitudinal trait descriptions (i.e., quadrant cache 3 and            quadrant cache 4 denoted as “Column 2” herein) but never            both at one time. Conversely, the “active” state of mind            motivational coping techniques will either represent the            user's “most like” attitudinal trait descriptions (i.e.,            quadrant cache 1 and quadrant cache 2 denoted as “Column 1”)            or the user's “least like” attitudinal trait descriptions            (i.e., quadrant cache 3 and quadrant cache 4 denoted as            “Column 2”) but never both at one time. In other words, an            “active” state of mind will represent either Column 1 or            Column 2, but an “active” state of mind will never overlap            portions of the description in both columns at the same time            for a given fundamental category within a particular            discussion topic. That is, when the “active” state of mind            represents Column 1 then the “passive” state of mind will            represent Column 2. Conversely, when the “passive” state of            mind represents Column 1 then the “active” state of mind            will represent Column 2. A further description of how the            “passive” and “active” states of mind are processed in the            Relationship Anatomy Model becomes more apparent in            subsection six immediately below when motivational coping            techniques are assigned to each state of mind type (e.g.,            “passive” and “active”) for each fundamental category. In            addition, the use of this logic is explained in more detail            in the Detailed Description Of The Invention section of this            application.    -   6. It is yet another aspect of the Relationship Anatomy Model        represented in FIGS. 30 a through 30 f that within the        MOTIVATIONAL COPING TECHNIQUES CONSTRUCTOR 15 in FIG. 3, one or        more “motivational coping techniques” are defined by the        facilitation process. Thus, in addition to a motivational coping        technique being a verb or verb phrase specifically tailored to        communicate the characteristics of a fundamental category to the        user, each such motivational coping technique may represent a        “passive” state of mind (e.g., suggesting less effort), or an        “active” state of mind (e.g., suggesting more effort) when        attempting to address (or not address) the attitudinal trait        descriptions of the given motivational attribute and its        corresponding fundamental category within the context of a        particular discussion topic. For example, a user may practice        (or desire to practice) a motivational coping technique such as        “support” in a context related to supporting the user's spouse.        Accordingly, by interacting with present invention, wherein the        discussion topic is, e.g., the user's relationship with his/her        spouse, the user may discover ways to “support” (e.g., an        “active” state of mind motivational coping technique for the        fundamental category “confidence”; see FIG. 30 b) his/her        spouses needs which is assumed to thereby improve the personal        quality of “confidence” or trust in the relationship with        his/her spouse. Referring to the fundamental category of        “confidence”, there may be four such motivational coping        techniques (two “passive” state of mind coping techniques and        two “active” state of mind coping techniques) for addressing the        user's “need” attitudinal trait descriptions (i.e., “need” is        the motivational attribute for the fundamental category        “confidence”). Although the remainder of this section describes        how a facilitator may define certain motivational coping        techniques through the use of the MOTIVATIONAL COPING TECHNIQUE        CONSTRUCTOR 15 component in FIG. 3, the facilitator is        encouraged to work with the user to help define these verbs        and/or verb phrases. For example, for the motivational coping        techniques for the fundamental category “confidence” may be        described as follows:    -   6.1. In FIG. 30 b, a “passive” state of mind motivational coping        technique is defined as “allow”, wherein this motivational        coping technique may be given the following meaning: The user        may develop confidence in a particular topic of discussion by        “allowing” a “most like” (alternatively, “least like”) personal        user need. Thus, where the discussion topic is, e.g., the user's        relationship with his/her spouse, the “allow” motivational        coping technique may be used by the present invention to        generate and display the following inquiry:        -   “Which of your needs below would you (i.e., the user) allow            regarding the relationship with your spouse? Explain.”            -   “Plenty of time for complex decisions”        -   To which the user might respond:            -   I need my spouse to allow me time to think about complex                situations. In other words, if I respond too quickly I                have a tendency to change my mind. And I remember from                past situations that when I change my mind, my spouse                becomes frustrated with me.        -   NOTE: only a portion of the immediately above inquiry and            attitudinal trait descriptions used in generating this            inquiry are shown for the purpose of explaining how this            inquiry can be generated by the invention. Notice that the            location of the “allow” motivational coping technique in            quadrant 1 cache of FIG. 30 f. You will find the attitudinal            trait description, “Plenty of time for complex decisions”,            displayed in quadrant 1 cache under the label A.1.1 (a            detailed explanation of this label is explained in number 4            above) in FIG. 31 (a different representation of the            Relationship Anatomy Model showing the results of            classifications of attitudinal trait descriptions for each            fundamental category). Also, as discussed in number 4 above,            note that attitudinal trait descriptions are “locked” to a            specific quadrant cache. However, as discussed in number 6.5            below, since the motivational coping techniques are assigned            to states of mind (e.g., “passive” and “active”), they may            switch from column 1 to column 2, representing different            sets of attitudinal trait descriptions within for different            quadrant caches, or visa versa depending on the results of a            user's discussion topic evaluation. This logic applies the            same for 6.2 through 6.4 and further explanation is provided            throughout this application.    -   6.2. In FIG. 30 b, a “passive” state of mind motivational coping        technique defined as “accept” is shown, wherein this        motivational coping technique may be given the following        meaning: The user may develop confidence in a particular topic        of discussion by “accepting” a “most like” or “least like” the        user need instance. Thus, where the discussion topic is, e.g.,        the user's relationship with his/her spouse, the “accept”        motivational coping technique may be used by the present        invention to generate and display the following inquiry:        -   “Which of your most important needs below would you (i.e.,            the user) accept regarding the relationship with your            spouse? Explain.”            -   Plenty of different calls on attention        -   To which the user might respond:            -   I feel comfortable having a lot going on around me. My                spouse may benefit in our relationship if he/she                understood that I don't mind working with activity going                on around me. In other words, I don't have to have                complete silence for long periods of time while working.    -   6.3. In FIG. 30 b, an “active” state of mind motivational coping        technique defined as “maintain”, wherein this motivational        coping technique may be given the following meaning: The user        may develop confidence in a particular topic of discussion by        “maintaining” a “most like” or “least like” the user need        instance. Thus, where the discussion topic is, e.g., the user's        relationship with his/her spouse, the “maintain” motivational        coping technique may be used by the present invention to        generate and display the following inquiry:        -   “How can you maintain others potential needs below regarding            the relationship with your spouse? Explain.”            -   Personal control over scheduling        -   To which the user might respond:            -   In some cases, my spouse may benefit if I maintain some                of my own schedule. However, it may benefit my                relationship with my spouse if I show more effort in                supporting his/her need to have personal control over                scheduling.    -   6.4. In FIG. 30 b, an “active” state of mind motivational coping        technique defined as “support”, wherein this motivational coping        technique may be given the following meaning: The user may        develop confidence in a particular topic of discussion by        “supporting” a “most like” or “least like” the user need        instance. Thus, where the discussion topic is, e.g., the user's        relationship with his/her spouse, the “support” motivational        coping technique may be used by the present invention to        generate and display the following inquiry:        -   “How can you support others potentially important needs            below regarding the relationship with your spouse? Explain.”            -   An unemotional environment        -   To which the user might respond:            -   I believe it may help the relationship with my spouse if                I can control my emotions in certain situations.                Personally, I don't have a “need” for an unemotional                environment, however, others who have this need (and my                spouse may be one of these people) might appreciate less                emotion in certain situations.    -   6.5. Note that in FIG. 30 b, each such coping technique (i.e.,        verb and/or verb phrase) can be classified by a triplet for each        quadrant cache, wherein the first coordinate of the triplet        identifies the fundamental category, the second coordinate of        the triplet identifies whether the user associates the        motivational coping technique with an active or a passive state        of mind, and the third coordinate of the triplet identifies        whether the user has a high or low awareness of his/her use of        the coping technique. Thus, assuming: (i) for the first        coordinate of the triplet, “A” represents the fundamental        category (e.g., “confidence”), (ii) for the second coordinate of        the triplet, “P” represents a passive state of mind, and “A”        represents an active state of mind, and (iii) for the third        coordinate of the triplet, “L” represents a low awareness level        and “H” represents a high awareness level, in one embodiment of        the invention, the above identified motivational coping        techniques for the fundamental category of “confidence” can be        classified as follows: (1) for the allow coping technique:        A.P.L. (2) for the accept coping technique: A.P.H, (3) for the        maintain coping technique: A.A.L, and (4) for the support coping        technique: A.A.H.        -   Also, referring to FIG. 30 b and described in number 5            above, for the given motivational attribute and its            corresponding fundamental category, motivational coping            techniques can be “linked” according to a common value for            the second coordinate of the triplet. For example, assuming            the “allow” motivational coping technique (in one embodiment            of the invention) is classified as (A, P, L), and the            “accept” motivational coping technique is classified as (A,            P, H), then these two coping techniques are said to be            “linked”, and these two coping techniques describe the            coping techniques for the user and the fundamental category            of “confidence” when in a “passive” state of mind            (representing the second coordinate of the triplet). In            other words, these motivational coping techniques will            always represent the fundamental category “Confidence” and            the “Passive” state of mind. However, depending on how a            user ranks a discussion topic in the discussion topic            evaluation within DISCUSSION GENERATOR 5 component in FIG.            4, this set of motivational coping techniques may represent            either Column 1 (e.g., Quadrant Caches 1 & 2) attitudinal            trait description sets or Column 2 (e.g., Quadrant Caches 3            & 4) attitudinal trait description sets, but never both at            one time. The following describes the motivational coping            techniques in FIG. 30 b for the motivational attribute            “needs” and its corresponding fundamental category            “confidence”:        -   (A.P.L) Allow (defined as: to let do or happen; permit): A            motivational coping technique whereby the user has a            relatively low awareness (in comparison to most users) of a            particular instance of a “need” in the context of the            discussion topic, and the user is “passive” (e.g.,            suggesting less effort) toward this need instance (i.e., the            user is generally not initiating activities to address the            low awareness/passive instance). Accordingly, the user may            “allow” the need instance to go unmet even if the need            instance were recognized. Depending on how a user rates the            DISCUSSION TOPIC EVALUATION 19 in FIG. 4 for a discussion            topic, this motivational coping technique will either            represent the attitudinal trait descriptions in quadrant 1            cache (e.g., A.1.1 in FIG. 31) or quadrant 3 cache (e.g.,            A.2.3 in FIG. 31). This will be demonstrated in the example            given in the Detailed Description Of The Invention.        -   (A.P.H) Accept (defined as: to receive, especially with            gladness or approval): A motivational coping technique            whereby the user is more aware of a particular instance of a            “need” in the context of the discussion topic and the user            is also “passive” (e.g., suggesting less effort) toward the            instance (i.e., the user is generally not initiating            activities to address the more aware/passive instance).            Accordingly, the user is more cognizant of the need            instance, but may “accept” circumstances or events of the            discussion topic where the need instance is unmet. Depending            on how a user rates the DISCUSSION TOPIC EVALUATION 19 in            FIG. 4 for a discussion topic, this motivational coping            technique will either represent the attitudinal trait            descriptions in quadrant 2 cache (e.g., A.1.2 in FIG. 31) or            quadrant 4 cache (e.g., A.2.4 in FIG. 31). This will be            demonstrated in the example given in the Detailed            Description Of The Invention.        -   (A.A.L) Maintain (defined as: to keep up or carry on;            continue): A motivational coping technique whereby the user            has a relatively low awareness (in comparison to most users)            of one or more particular instances of a “need” in the            context of the discussion topic and “active” (e.g.,            suggesting more effort) toward the instance (i.e., the user            is generally initiating activities to address the low            awareness/active instance). Accordingly, the user is likely            to not recognize the particular need instance related to the            discussion topic, but is likely to “maintain” such an            instance when recognized. Depending on how a user rates the            DISCUSSION TOPIC EVALUATION 19 in FIG. 4 for a discussion            topic, this motivational coping technique will either            represent the attitudinal trait descriptions in quadrant 1            cache (e.g., A.1.1 in FIG. 31) or quadrant 3 cache (e.g.,            A.2.3 in FIG. 31). This will be demonstrated in the example            given in the Detailed Description Of The Invention.        -   (A.A.H) Support (defined as: to keep from weakening or            failing; strengthen): A motivational coping technique            whereby the user is more aware of a particular instance of a            “need” in the context of the discussion topic and “active”            (e.g., suggesting more effort) toward the instance (i.e.,            the user is generally initiating activities to address the            more aware/active instance). Accordingly, the user is likely            to recognize the particular need instance related to the            discussion topic and is likely to “support” such an instance            when recognized. Depending on how a user rates the            DISCUSSION TOPIC EVALUATION 19 in FIG. 4 for a discussion            topic, this motivational coping technique will either            represent the attitudinal trait descriptions in quadrant 2            cache (e.g., A.1.2 in FIG. 31) or quadrant 4 cache (e.g.,            A.2.4 in FIG. 31). This will be demonstrated in the example            given in the Detailed Description Of The Invention.        -   Note that for one embodiment of this invention, a user may            perform an “allow” motivational coping technique on one set            of need attitudinal trait descriptions, perform an “accept”            motivational coping technique on another set of need            attitudinal trait descriptions, perform a “maintain”            motivational coping technique on yet another set of need            attitudinal trait descriptions, and/or perform a “support”            motivational coping technique on yet another set of need            attitudinal trait descriptions. Thus, there may be a first            collection of need attitudinal trait descriptions (for the            fundamental category “confidence”) that is descriptive of a            first set of needs wherein the user uses an “allow”            motivational coping technique to accommodate or address the            need attitudinal traits of this first set. There may be a            second collection of attitudinal trait descriptions (for the            fundamental category “confidence”) that is descriptive of a            second set of need attitudinal trait descriptions wherein            the user uses an “accept” motivational coping technique to            address needs of this second set. There may be a third            collection of attitudinal trait descriptions (for the            fundamental category “confidence”) that is descriptive of a            third set of needs wherein the user uses a “maintain”            motivational coping technique to address needs of this third            set. Finally, there may be a fourth collection of            attitudinal trait descriptions (for the fundamental category            “confidence”) that is descriptive of a fourth set of needs            wherein the user uses a “support” motivational coping            technique to address needs of this fourth set.            -   Moreover, note that the motivational coping technique                “allow” may be the preferred user motivational coping                technique for addressing one set of need attitudinal                trait descriptions during one discussion topic                evaluation (via interacting with the discussion                generator of the present invention) but this                motivational coping technique may be the preferred user                coping technique for a different set of need attitudinal                trait descriptions for another discussion topic                evaluation. However, for one discussion topic                evaluation, one motivational coping technique will never                represent more than two different sets of attitudinal                trait descriptions and one motivational coping technique                will be assigned either a “passive” or “active” state of                mind type, never both. Also note that within the                MOTIVATIONAL COPING TECHNIQUE CONSTRUCTOR 15 in FIG. 3,                the motivational coping techniques are designed in a way                that demonstrate a maturity level within both the                “passive” and “active” states of mind. Referring to FIG.                30 b for instance, (A.P.L) “Allow” and (A.P.H) “Accept”                will always be defined as “passive” (e.g., suggesting                less effort) states of mind as described in 6.5 above.                (A.P.L) “Allow” represents attitudinal trait                descriptions in which the user has a lower awareness and                (A.P.H) “Accept” represents attitudinal trait                descriptions in which the user has a higher awareness.                Therefore, (A.P.L) “Allow” is the first evolution of                maturity and (A.P.H) “Accept” is the second evolution of                maturity. In other words, before the user “Accepts” a                “need” instance, it is believed through experimentation                and observation that the user will first “Allow” a                “need” instance. Refer to the Detailed Description Of                The Coping Evolution Requirements section of this                application for more information regarding the defining                of “passive” and “active” motivational coping                techniques.    -   The Fundamental Categories, Motivational Attributes,        Motivational Coping Techniques, and Attitudinal Trait        Descriptions described above in section A are organized and        populated in a “passive” construct and an “active” construct in        a structure called the Linguistic Constructs Table in FIG. 29        that is processed by the LINGUISTICS ORGANIZER 17 of the        DISCUSSION GENERATOR 5 in FIG. 4.    -   FIG. 29 shows the Linguistic Constructs Table. It is described        in detail in the Detailed Description Of The Linguistic        Constructs Table and demonstrated extensively in the Detailed        Description Of This Invention. However, in general, depending on        how a user evaluates a discussion topic (described in section B        below), the data designed in the Linguistic Constructs Table are        organized in two ways to accommodate a “passive” and “active”        state of mind. The first way is where the “passive” motivational        coping techniques are designed to represent column 1 in FIG. 30        f and the “active” coping techniques are designed to represent        column 2 in FIG. 30 f. The second way is where the “passive”        coping techniques are designed to represent column 2 in FIG. 30        f and the “active” coping techniques are designed to represent        column 1 in FIG. 30 f. In other words, the motivational coping        techniques are pre-designed in the Linguistic Constructs Table        to switch columns depending on a user's discussion topic        evaluation. Therefore, as a result of evaluating a discussion        topic, the Linguistic Constructs Table must organize “passive”        (e.g., suggesting less effort) and “active” (e.g., suggesting        more effort) motivational coping techniques in such a way        wherein they represent sets of attitudinal trait descriptions        (refer to FIG. 31) as a way of coping with them “passively” and        “actively”. In other words, depending on a user's discussion        topic evaluation, one set of attitudinal trait descriptions may        be generated in an inquiry by either a “passive” motivational        coping technique or an “active” motivational coping technique.    -   The content of the Linguistic Constructs Table is developed by        the facilitator (the facilitator is also encouraged to work with        the user of this system to aid in designing and/or confirming        the content) of this system through the MOTIVATION MANAGER 3        component in FIG. 2 and the MINDSET DEVELOPER 4 component in        FIG. 3 and it is used as the primary source for generating        inquiries through the DISCUSSION GENERATOR 5 component in        FIG. 4. The following description in section B below describes        the operation of the DISCUSSION GENERATOR 5 component in FIG. 4        as it relates to the content in the Linguistic Constructs Table.    -   B. Section B describes the mechanics of the invention as it        relates to how a user interacts with this system in everyday        situations, relationships, or aspects of general life (e.g.,        discussion topics). Accordingly, it is an aspect of the        DISCUSSION GENERATOR 5 component in FIG. 4 of the present        invention to generate inquiries, within a context personalized        both to the user's attitudinal trait descriptions (e.g.,        behaviors or attitudes) and to the user specified discussion        topic within the DISCUSSION TOPIC EVALUATION 19 in FIG. 4, so        that the user can investigate, reflect upon, and/or gain greater        insight into his/her perceptions of the discussion topic while        relating to the attitudinal trait descriptions via the        pre-defined motivational coping techniques for each pre-defined        fundamental category. In other words, the discussion generator        generates, for each of one or more predetermined fundamental        categories, inquiries directed to assisting the user to cope        with and/or gain greater insight into his/her a “most like” or        “least like” attitudinal trait descriptions of the fundamental        category as it relates to the discussion topic, wherein these        inquiries are phrased in a manner that is believed to cause the        user, when reflecting on the inquiries, to examine the        discussion topic from a particular (e.g., user motivated)        perspective from which the user might not otherwise readily be        able to recognize. Put more simply, asking the right inquiries        can help users discover some personal answers to an issue or        situation (e.g., a discussion topic).    -   It is another aspect of this invention to define a user        specified discussion topic, evaluate the discussion topic, and        generate inquiries back to the user for a user's consideration        in a manner that is customized to the user. The sequential        process of the DISCUSSION GENERATOR 5 in FIG. 4 is described in        1 through 3 below:    -   1. Before a user evaluates a Discussion Topic in the DISCUSSION        TOPIC EVALUATION 19 in FIG. 4, a user must define a discussion        topic to evaluate in which a user would like to investigate.        Simply, the user defines a discussion topic by completing the        phrase, “I want to focus this discussion on my . . . ” (refer to        FIG. 48). For example, a discussion topic may be “relationship        with Karen”, “marriage”, “family”, “health”, “work”,        “relationship with my boss”, “fun and recreation”, “children”,        “self”, etc. Once a discussion topic is defined (as in FIG. 48,        let's say the user defines a discussion Topic as “relationship        with Karen”), it is evaluated by the user in the DISCUSSION        TOPIC EVALUATION 19 in FIG. 4. For each Fundamental Category        (e.g., Confidence, Patience, Devotion, and Honor) one or more        true/untrue statements are designed to support each Fundamental        Category (refer to FIG. 48). Each of these true/untrue        statements require a three step process wherein each true/untrue        statement requires a rank of 1 to 10, a confidence level        indication, and a response type indication described in 1.1        through 1.3 below (refer to FIG. 48):    -   1.1. The user ranks each true/untrue statement from 1 to 10        where 1 represents an untrue (e.g., assuming a poor perspective)        representation of the true/untrue statement and a 10 represents        a true (e.g., assuming a good perspective) representation of the        true/untrue statement. For one embodiment of this application,        there is one true/untrue statement for each fundamental        category. Referring to FIG. 48 for example, a true/untrue        statement is created which supports the fundamental category        “confidence” (e.g., statement number 1 in portion B of FIG. 48).        The true/untrue statement reads (refer to 1.1 in section A above        for the definition of confidence): “I have 100% complete trust        and faith regarding my . . . relationship with Karen”. Each        true/untrue statement is designed in the same manner for any        discussion topic defined by a user. For example, if a user ranks        this true/untrue statement a 1 then he/she is saying that he/she        does not have trust and faith regarding their relationship with        Karen (i.e., assumes a poor perspective). Conversely, if a user        ranks this true/untrue statement a 10 then he/she is saying that        he/she does have trust and faith regarding their relationship        with Karen (e.g., assumes a good perspective). A rank of 1        through 5 represents a poor ranking range and 6 through 10        represents a good ranking range for each true/untrue statement.        The true/untrue statements defined for the remaining fundamental        categories in one embodiment of this application are:        -   (refer to 1.1 in section A above for the definition of each            fundamental category)            -   Patience: “I easily endure hardships with calmness                regarding my . . . <discussion topic>”.            -   Devotion: “I am completely devoted and interested                regarding my . . . <discussion topic>”.            -   Honor: “I have high respect for everything regarding my                . . . <discussion topic>”.    -   1.2. Additionally, the user is required to indicate a confidence        level of “high” or “low” for each true/untrue statement (not to        be confused with the fundamental category “confidence”) which is        indicative of the user's confidence in their ranking of a        true/untrue statement. For example, if the user feels they are        saying that a 7 is the rank of a given true/untrue statement but        they are unsure of the accuracy of the rank then they would        indicate a “low” confidence level in their answer. Generally, a        guess in the ranking of a true/untrue statement would indicate a        “low” confidence level. Conversely, if the user feels confident        in their ranking of 7 then they would indicate a “high”        confidence level. A “low” confidence level indicator, along with        an “improve” response type (as discussed in 1.3 below), allows a        user to receive an inquiry from the discussion generator which        contain sets of attitudinal trait descriptions wherein the user        has previously indicated a higher awareness. This assures that a        user will receive inquiries wherein the user will have the        easiest chance of discovering answers when investigating a given        discussion topic.    -   1.3. Moreover, as shown in FIG. 48, before the user can submit        their discussion topic evaluation for the given discussion topic        (e.g., relationship with Karen), the user is required to        indicate the desired response type of “empower” or “improve” for        each true/untrue statement which is indicative of how the user        prefers to investigate or receive inquiries regarding the        discussion topic being evaluated. For example, as discussed in        more detail in number 2 below and described in the Detailed        Description Of The Invention, for each true/untrue statement, an        “empower” response type will generate an inquiry back to the        user that is indicative of the user's strongest perception        (e.g., highest sub-ranked quadrant cache as described in 2        below) of the discussion topic being evaluated. Conversely, an        “improve” response type will generate an inquiry back to the        user that is indicative of the user's weakest perception (e.g.,        lowest sub-ranked quadrant cache as described in 3 below) of the        discussion topic being evaluated.    -   2. When a discussion topic evaluation is complete, the user is        required to submit it which stores the record in a data        structure. When it is submitted, an algorithm called the        response algorithm uses the rank for a given true/untrue        statement as described in 1.1 of section B above and the        confidence level indicator for the given true/untrue statement        described in 1.2 of section B above to calculate a sub-rank for        each of the four quadrant caches for each fundamental category        as described in number 4 of section A (e.g., In one embodiment        of the present invention, four quadrant caches represent each        fundamental category). The result of how the quadrant caches are        sub-ranked will reflect how the user perceives the discussion        topic being evaluated at the given time for a given fundamental        category (e.g., “confidence”). In other words, the rank for        every true/untrue statement in the discussion topic evaluation        (e.g., fundamental category) is used by the response algorithm        to populate a sub-rank in each of the four quadrant caches of        its corresponding fundamental category (which also represents        the corresponding motivational attribute [e.g., needs] and each        quadrant cache set of attitudinal trait descriptions). A        detailed example of how the response algorithm populates each        quadrant cache for every true/untrue statement (e.g.,        fundamental category) is described in the Detailed Description        Of The Invention.    -   3. Next, the user may now investigate the discussion topic        (e.g., relationship with Karen) which has been evaluated through        the DISCUSSION TOPIC EVALUATION 19 component in FIG. 4. When the        user requests to discuss a specific discussion topic (refer to        FIG. 49), the RESPONSE MANAGER 20 component in FIG. 4 is        activated. The RESPONSE MANAGER 20 component analyzes the        results of the discussion topic evaluation for every fundamental        category (e.g., only the fundamental category of “confidence” is        described in this example) and determines the criteria necessary        for generating an inquiry back to the user. The RESPONSE MANAGER        20 component determines the location of the “active” state of        mind based on the result of the response algorithm, and once the        active state of mind is determined, the “passive” state of mind        can subsequently be determined. Next, the RESPONSE MANAGER 20        component determines (as the criteria) the primary motivational        coping technique (e.g., Accept in this case as shown in FIG. 50)        based on the user's request for an “improve” response type (as        indicated for true/untrue statement number 1 in FIG. 48). Once        the criteria is determined by the RESPONSE MANAGER 20 component        in FIG. 4, it (i.e., the criteria) is passed to the LINGUISTICS        ORGANIZER 17 component in FIG. 4 to locate the specific record        in the Linguistic Constructs Table in FIG. 29 necessary for        building the inquiry that is generated back to the user for the        given fundamental category (e.g., confidence). Next, the INQUIRY        BUILDER 18 component in FIG. 4 uses the data from the Linguistic        Constructs Table to assemble the inquiry so that it makes sense        to the user when it is presented (e.g., “passive” and “active”        inquiries must be assembled differently to make sense to the        user). Last, the PRESENTATION CONSTRUCTOR 21 component in FIG. 4        presents the inquiry to the user for the user to investigate.        For the example presented in this section (refer to FIG. 50),        the inquiry generated for the fundamental category “confidence”        for this discussion topic (e.g., relationship with Karen) would        read (a more detailed description of how this inquiry is built        and presented is discussed in the Detailed Description Of The        Invention section):        -   “Which of others potentially important needs below would you            accept in a way that encourages creativity, clarity, and            satisfaction toward your relationship with Karen? Explain.”            -   an unemotional environment            -   an environment based on trust            -   issues reduced to their simplest form        -   You'll notice the data for the inquiry above came from            record #20 in FIG. 29 (e.g., the Linguistic Constructs            Table) and the set of attitudinal trait descriptions that is            called from the Linguistic Constructs Table (e.g.,            identified as A.2.4QCache4 under the column labeled            “Attitudinal Trait Description ID”) is shown in FIG. 31            under the label A.2.4 in the Quadrant 4 Cache.

-   C. This final section of the Summary Of The Invention describes the    mechanics of the invention as it relates to documenting and    reporting the user's experiences of the user's discussion topics and    the user's autobiography. There are three processes of the    DOCUMENTATION MANAGER 6 component in FIG. 5 described in 1 through 3    below:    -   1. It is an aspect of the present invention to document a user's        answers to the inquiries generated by the DISCUSSION GENERATOR 5        component in FIG. 4 based on discussion topics evaluated in the        DISCUSSION TOPIC EVALUATION 19 in FIG. 4. For example, for every        inquiry generated (as described in number 3 of section B) the        user is expected to formulate an answer and enter the answer        into an electronic journal which stores the answer in a data        structure wherein it is linked to the inquiry generated for a        specific discussion topic. For example, referring to FIG. 50, a        user would enter a journal entry (e.g., which reads, “I would        create a journal entry based on the inquiry given regarding my        relationship with Karen) in the electronic journal provided        based on the inquiry presented for the given fundamental        category (e.g., confidence) within the related discussion topic        (e.g., relationship with Karen).    -   2. It is yet another aspect of the present invention to generate        autobiography statements (not to be confused with the        true/untrue statements in a discussion topic evaluation        described in number 1 of Section B) from the LINGUISTIC        ORGANIZER 17 component in FIG. 4 for every set of attitudinal        trait descriptions defined in each quadrant cache for every        fundamental category to develop a user's autobiography. The        component which processes the user's autobiography is the        AUTOBIOGRAPHY DEVELOPER 25 component in FIG. 5. NOTE: Each set        of attitudinal trait descriptions are derived from the USER        PROFILE 9 component in FIG. 2 and classified by the MOTIVATIONAL        EQUALIZER 11 component in FIG. 2 and MOTIVATIONAL AMPLIFIER 12        component in FIG. 2. Also NOTE: In one embodiment of the present        invention, a motivational coping technique (e.g., allow) may        represent one of two sets of attitudinal trait descriptions        (refer to FIG. 30 b and note that the motivational coping        techniques “allow” AND “maintain” may represent a set of        attitudinal trait descriptions either in Quadrant 1 Cache or        Quadrant 3 Cache [e.g., the lower awareness Quadrant Caches])        depending on how a user evaluates a discussion topic through a        discussion topic evaluation. However, autobiography statements        generated for the autobiography are not based on a discussion        topic evaluation which supplies the discussion generator with        criteria to specify a particular motivational coping technique        (as described in number 3 of Section B above) to one set of        attitudinal trait descriptions stored in a quadrant cache (e.g.,        either the “passive” or “active” motivational coping technique).        Since the AUTOBIOGRAPHY DEVELOPER 25 component is not dependent        on a discussion topic evaluation, the AUTOBIOGRAPHY DEVELOPER 25        utilizes both possible motivational coping techniques in each        autobiography statement for each set of attitudinal trait        descriptions shown in FIG. 31 (e.g., allow and maintain in FIG.        30 b motivational coping techniques would represent both sets of        attitudinal trait descriptions labeled A.1.1 and A.2.3 in FIG.        31 for the fundamental category “confidence” where as accept and        support in FIG. 30 b motivational coping techniques would        represent both sets of attitudinal trait descriptions labeled        A.1.2 and A.2.4 in FIG. 31 for the fundamental category        “confidence”). This design is also represented in the Linguistic        Constructs Table in FIG. 29. For simplicity, let's focus just on        the set of attitudinal trait descriptions for A.1.1 shown in        FIG. 31. The AUTOBIOGRAPHY DEVELOPER 25 component in FIG. 5        begins by searching the Linguistic Constructs Table in FIG. 29        under the Attitudinal Trait Description ID label for        A.1.1QCache1. In one embodiment of this application, the        computational system knows it can find at least two references        in the table for A.1.1QCache1 (e.g., since two motivational        coping techniques may represent one quadrant cache). Note in        FIG. 29 that record #1 represents the motivational coping        technique “allow” in the column labeled Motivational Coping        Technique and the set of Attitudinal Trait Descriptions in the        column labeled Attitudinal Trait Description ID is identified as        A.1.1QCache1. Also note that in record #17 represents the        motivational coping technique “maintain” in the column labeled        Motivational Coping Technique and the set of Attitudinal Trait        Descriptions in the column labeled Attitudinal Trait Description        ID is identified as A.1.1QCache1. As a result, there are two        references to A.1.1QCache1 for both motivational coping        techniques allow and maintain. Therefore, in one embodiment of        this application, there are two possible motivational coping        techniques that may represent each Quadrant Cache. An example of        an autobiography statement generated for the user's        autobiography for the set of attitudinal trait descriptions        under the label A.1.1 for Quadrant 1 Cache in FIG. 31 is        presented as follows (the following autobiography statement        along with the set of attitudinal trait descriptions is also        shown in autobiography statement #3 in FIG. 44):        -   Describe ways you allow or maintain your needs:            -   1. plenty of time for complex decisions            -   2. a busy schedule            -   3. only an outline to follow        -   Next, the user is expected to formulate an answer and enter            the answer into a data structure wherein the answer is            linked to the autobiography statement, which is generated            for the user's autobiography. As you will see in number 3            below, a report of the user's autobiography may be generated            which assembles the user's answers into sections based on            each fundamental category (refer to FIG. 28)    -   3. It is yet a final aspect of the present invention to generate        reports of the user's journal entries (e.g., answers related to        discussion topics and the user's autobiography) through the        REPORT MANAGER 24 in FIG. 5. There are three reports available        in one embodiment described in this invention (refer to FIG.        54). The first report allows a user to review journal entries a        specific discussion topic called View Discussion Report (refer        to FIG. 26). A second report is available wherein the user is        allowed to review journal entries of a specific fundamental        category in a range (e.g., a date range) of previously evaluated        discussion topics called View Category Report (see FIG. 27). A        third report called the Autobiography Report (see FIG. 28)        allows the user to review their autobiography entries.

Other features and benefits of the present invention will become evidentfrom the accompanying drawing and the Detailed Description of theInvention hereinbelow.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 shows a block diagram of the invention.

FIG. 2 shows a block diagram of the component called MOTIVATION MANAGER3. This component classifies the user's attitudinal trait descriptions(e.g., behaviors or attitudes), determines the motivational attributes(e.g., needs) from the user profile (which the facilitator and user maymodify), and defines the “passive” (e.g., suggesting less effort) and“active” (e.g., suggesting more effort) descriptions.

FIG. 3 shows a block diagram of the component called MINDSET DEVELOPER4. This component utilizes the facilitator to classify the fundamentalcategories (e.g., confidence) and the fundamental categoriescorresponding motivational coping techniques (e.g., support).

FIG. 4 shows a block diagram of the component called DISCUSSIONGENERATOR 5. This component aids a user in evaluating a discussion topicand generates inquiries back to the user wherein the user is able toreflect and investigate a user's desired discussion topic.

FIG. 5 shows a block diagram of the component called DOCUMENTATIONMANAGER 6. This component aids the user in developing a personalizedautobiography, entering journal entries based on discussion topicevaluations, viewing reports to review their journal entries and entriesrelated to their autobiography.

FIGS. 6A and 6B show a high level flowchart of the invention.

FIGS. 7A through 7E show a flowchart that represents the classificationof user's attitudinal trait descriptions extracted from the USER PROFILE9 in FIG. 2 for each motivational attribute (defined from the userprofile) and the process in which autobiography statements (e.g.,questions) are generated for the user's autobiography. In addition, thisflowchart represents defining descriptions of a user's “passive” and“active” state of mind and shows how the facilitator helps to define thefundamental categories and related motivational coping techniques.

FIG. 8 shows a flowchart that represents a user in defining a discussiontopic and evaluating such a discussion topic based on true/untruestatements that correspond to each fundamental category (e.g.,confidence) which require a rank of 1 to 10, a confidence levelindicator of “high” or “low”, and a response type of “empower” or“improve”.

FIGS. 9A and 9B show a flowchart that represents a user selecting apreviously evaluated discussion topic defined in FIG. 8 and generatinginquiries back to the user which allows the user to reflect upon andinvestigate such a discussion topic and then entering a journal entrybased on the inquiry generated.

FIG. 10 shows a flowchart that represents a process wherein the user's“most like” attitudinal trait descriptions are classified for eachmotivational attribute defined from the user profile in FIG. 2 or 7.

FIG. 11 shows a flowchart that represents a process wherein the user's“least like” attitudinal trait descriptions are classified for eachmotivational attribute defined from the user profile in FIG. 2 or 7.

FIG. 12 shows a flowchart that represents a process for definingdescriptions of a user's “passive” and “active” state of mind.

FIG. 13 shows a flowchart that represents a process for developing anautobiography statement which identifies the motivational copingtechniques for such an autobiography statement for each quadrant cachefor every fundamental category (e.g., confidence) in order to developthe user's autobiography.

FIG. 14 shows a flowchart that represents the response algorithm whichranks each quadrant cache for each fundamental category (e.g.,confidence) when a user submits a discussion topic evaluation (e.g.,this algorithm measure a users perception as it relates to eachfundamental category for a discussion topic).

FIG. 15 shows a flowchart that represents the RESPONSE MANAGER 20component in FIG. 4 in determining the criteria needed to locate therecord in the Linguistic Constructs Table in FIG. 29 necessary for theINQUIRY BUILDER 18 component in FIG. 4 to build the inquiry to begenerated back to the user through the DISCUSSION GENERATOR 5 componentin FIG. 4. This criteria is based on the results of the responsealgorithm in FIG. 14 from the user's discussion topic evaluation.

FIGS. 16A and 16B show a flowchart that represents the INQUIRY BUILDER18 component in FIG. 4 in locating the data in the record from theLinguistic Constructs Table in FIG. 29 based on the criteria determinedfrom FIG. 15.

FIG. 17 shows a flowchart that represents the process for obtaining the“passive” (e.g., suggesting less effort) motivational coping techniquenecessary for developing the autobiography statement needed for aparticular quadrant cache for each fundamental category (e.g.,confidence) when the user's is developing their autobiography.

FIG. 18 shows a flowchart that represents the process for obtaining the“active” (e.g., suggesting more effort) motivational coping techniquenecessary for developing the autobiography statement needed for aparticular quadrant cache for each fundamental category (e.g.,confidence) when the user's is developing their autobiography.

FIG. 19 shows a flowchart that represents the process for assigning themotivational coping techniques wherein the “active” motivational copingtechniques occupy the “least like” quadrant caches and the “passive”motivational coping techniques occupy the “most like” quadrant caches(refer to FIG. 30 a through FIG. 30 f) as a result of the user'sdiscussion topic evaluation.

FIG. 20 shows a flowchart that represents the process for assigning themotivational coping techniques wherein the “passive” motivational copingtechniques occupy the “least like” quadrant caches and the “active”motivational coping techniques occupy the “most like” quadrant caches(refer to FIG. 30 a through FIG. 30 f) as a result of the user'sdiscussion topic evaluation.

FIG. 21 shows a flowchart that represents the process for identifyingthe primary motivational coping technique for each fundamental category(e.g., confidence) when the user has requested an “empower” responsetype in a discussion topic evaluation.

FIG. 22 shows a flowchart that represents the process for identifyingthe primary motivational coping technique for each fundamental category(e.g., confidence) when the user has requested an “improve” responsetype in a discussion topic evaluation.

FIGS. 23A and 23B show a flowchart that represents the process forbuilding the inquiry generated back to the user through the INQUIRYBUILDER 18 component in FIG. 4.

FIGS. 24A and 24B show a flowchart that represents the process forreporting journal entries by either showing the journal entry results ofone discussion topic or by showing the journal entries for a specificfundamental category (e.g., confidence) in a specific date range ofpreviously evaluated discussion topics.

FIG. 25 shows a flowchart that represents the process for buildingquestions that relate to the journal entries for the report showing thejournal entry results of one discussion topic described in FIG. 24above.

FIG. 26 shows the user's View Discussion Report.

FIG. 27 shows the user's View Category Report.

FIG. 28 shows the user's Autobiography Report.

FIG. 29 shows the Linguistic Constructs Table which contains the dataderived from the MOTIVATION MANAGER 3 component in FIG. 2 and theMINDSET DEVELOPER 4 component in FIG. 3 and organized into linguisticconstructs in order to build inquiries that are generated back to theuser.

FIGS. 30 a through 30 f shows a series (FIG. 30 a through FIG. 30 f) offigures that represent stages of designing and developing therelationship anatomy model which is used as a structure for developingthe Linguistic Constructs Table in FIG. 29.

FIG. 31 shows a different view of the relationship anatomy model whereineach set of attitudinal trait descriptions are classified in eachquadrant cache.

FIG. 32 shows a user interface to set up a user's personal informationwhich includes defining personal values (e.g., state of minddescriptions), entering their user profile information (e.g., definingtheir sets of attitudinal trait descriptions based on the results of theBirkman Method), and developing their autobiography.

FIG. 33 shows a user interface to define a user's state of minddescriptions.

FIG. 34 shows a user interface to enter the scores from specific BirkmanMethod evaluation reports. Refer to Appendix A.

FIG. 35 shows a user interface wherein the user's most extreme “need”attitudinal trait descriptions (e.g., grouped as “most like” and “leastlike” the user) have been classified as a first collection through theMOTIVATION EQUALIZER 11 component in FIG. 2. This collection is alsodescribed in FIG. 7.

FIG. 36 shows a user interface wherein the user has identified a secondcollection of attitudinal trait descriptions from the user's firstcollection of “need” attitudinal trait descriptions as described in FIG.35 above wherein the user has identified a higher awareness from thefirst collection through the MOTIVATION AMPLIFIER 12 component in FIG.2. This collection is also described in FIG. 7.

FIG. 37 shows a user interface wherein the user's most extreme “stressreaction” attitudinal trait descriptions (e.g., grouped as “most like”and “least like” the user) have been classified as a first collectionthrough the MOTIVATION EQUALIZER 11 component in FIG. 2. This collectionis also described in FIG. 7.

FIG. 38 shows a user interface wherein the user has identified a secondcollection of attitudinal trait descriptions from the user's firstcollection of “stress reaction” attitudinal trait descriptions asdescribed in FIG. 37 above wherein the user has identified a higherawareness from the first collection through the MOTIVATION AMPLIFIER 12component in FIG. 2. This collection is also described in FIG. 7.

FIG. 39 shows a user interface wherein the user's most extreme“interest” attitudinal trait descriptions (e.g., grouped as “most like”and “least like” the user) have been classified as a first collectionthrough the MOTIVATION EQUALIZER 11 component in FIG. 2. This collectionis also described in FIG. 7.

FIG. 40 shows a user interface wherein the user has identified a secondcollection of attitudinal trait descriptions from the user's firstcollection of “interest” attitudinal trait descriptions as described inFIG. 39 above wherein the user has identified a higher awareness fromthe first collection through the MOTIVATION AMPLIFIER 12 component inFIG. 2. This collection is also described in FIG. 7.

FIG. 41 shows a user interface wherein the user's most extreme“strength” attitudinal trait descriptions (e.g., grouped as “most like”and “least like” the user) have been classified as a first collectionthrough the MOTIVATION EQUALIZER 11 component in FIG. 2. This collectionis also described in FIG. 7.

FIG. 42 shows a user interface wherein the user has identified a secondcollection of attitudinal trait descriptions from the user's firstcollection of “strength” attitudinal trait descriptions as described inFIG. 41 above wherein the user has identified a higher awareness fromthe first collection through the MOTIVATION AMPLIFIER 12 component inFIG. 2. This collection is also described in FIG. 7.

FIG. 43 shows a user interface wherein a site map is provided to directthe user in developing their autobiography.

FIG. 44 shows a user interface wherein the user develops theirautobiography for the fundamental category “confidence”.

FIG. 45 shows a user interface wherein the user develops theirautobiography for the fundamental category “patience”.

FIG. 46 shows a user interface wherein the user develops theirautobiography for the fundamental category “devotion”.

FIG. 47 shows a user interface wherein the user develops theirautobiography for the fundamental category “honor”.

FIG. 48 shows a user interface that aids the user in defining adiscussion topic and evaluating such a discussion topic based onanswering true/untrue statements with a rank of 1 to 10, a confidencelevel indicator of “high” or “low”, and a response type of “empower” or“improve”.

FIG. 49 shows a user interface wherein the user selects a previouslydefined and evaluated discussion topic from FIG. 48 in which the userwishes to investigate.

FIG. 50 shows a user interface wherein the user is presented with aninquiry for the fundamental category of “confidence” for the discussiontopic selected from FIG. 49 above and wherein the user may enter ajournal entry or answer to the inquiry in the electronic journal.

FIG. 51 shows a user interface wherein the user is presented with aninquiry for the fundamental category of “patience” for the discussiontopic selected from FIG. 49 above and wherein the user may enter ajournal entry or answer to the inquiry in the electronic journal.

FIG. 52 shows a user interface wherein the user is presented with aninquiry for the fundamental category of “devotion” for the discussiontopic selected from FIG. 49 above and wherein the user may enter ajournal entry or answer to the inquiry in the electronic journal.

FIG. 53 shows a user interface wherein the user is presented with aninquiry for the fundamental category of “honor” for the discussion topicselected from FIG. 49 above and wherein the user may enter a journalentry or answer to the inquiry in the electronic journal.

FIG. 54 shows a user interface wherein the user may select two types ofreports for viewing their journal entries based on their discussiontopics.

DETAILED DESCRIPTION OF THE INVENTION Brief Description of theComponents in the Block Diagram of the Invention Referring to FIG. 1through FIG. 5

User 1

This component represents the person using the system.

Facilitator 2

This component represents an expert skilled in the art of definingconcepts for developing relationships in a series of FundamentalCategories (e.g., Confidence, Patience, Devotion, Honor) andcorresponding Motivational Coping Techniques which aid in developing orevolving such Fundamental Categories according to the USER PROFILE 9predefined Motivational Attributes (e.g., needs, stress reactions,interests, strengths).

Motivation Manager 3

This component aids the user of the system in classifying theirmotivations (e.g., behaviors or attitudes) into sets of AttitudinalTrait Descriptions. Here, the facilitator (e.g., the FACILITATOR 2component) also may modify the Motivational Attributes (e.g., needs)from the USER PROFILE 9 component which the system uses as a source fordeveloping or evolving the Fundamental Categories (e.g., “Confidence”).

Mindset Developer 4

This component defines the Fundamental Categories (e.g., confidence) ofthe system and defines the Motivational Coping Techniques (e.g.,support) which generate the development or evolution of the FundamentalCategories.

Discussion Generator 5

This component allows the user to evaluate a Discussion Topic. It alsogenerates inquires back to the user for the user to investigate based ona specific Discussion Topic Evaluation. The Linguistic Constructs Tablein this DISCUSSION GENERATOR 5 component (refer to FIG. 29) contain datawhich is derived from the MOTIVATION MANAGER 3 and the MINDSET DEVELOPER4 components.

Documentation Manager 6

This component allows the user to write journal entries (e.g., personalexperiences) into a data structure based on inquires generated from theDISCUSSION GENERATOR 5 component and to write entries in their personalautobiography. It also allows the user to produce reports (refer to FIG.26, FIG. 27 and FIG. 28) in order to review their journal entries andautobiography entries.

Input/Output Interface 7

This component is the communication interface for the MOTIVATION MANAGER3 which interacts with the USER 1 and the RELATING STRUCTURE CACHE 5components.

State of Mind Constructor 8

With the aid of the FACILITATOR 2 component, this component defines the“passive” (e.g., suggesting less effort) and “active” (e.g., suggestingmore effort) state of mind descriptions of the user. These descriptions(e.g., for a “passive” state of mind are: creativity, clarity, andsatisfaction) are used as part of the inquiries which are generated backto the user from the DISCUSSION GENERATOR 5 component.

User Profile 9

This component represents the motivational instrument (e.g., behaviorassessment) used in the system (e.g., the Birkman Method). This is anexternal instrument used subjectively by the user to evaluate theirbehaviors and attitudes. The results of such an instrument producedescriptions of a user's behaviors or attitudes which are “most like”and “least like” the user within one or more Motivational Attributes(e.g., needs, stress reactions, interests, and strengths).

Motivational Attribute Constructor 10

This component identifies the Motivational Attributes defined from theUSER PROFILE 9. A Motivational Attribute (e.g., needs) represents thesource for developing or evolving a related Fundamental Category (e.g.,confidence).

Motivation Equalizer 11

This component determines a first set of Attitudinal Trait Descriptionswhich are “most like” and “least like” the user for every MotivationalAttribute identified by the MOTIVATIONAL ATTRIBUTE CONSTRUCTOR 10.

Motivation Amplifier 12

This component determines a second sub-set of Attitudinal TraitDescriptions for each first set of Attitudinal Trait Descriptionswherein the user has identified a “higher” awareness of the first setidentified from the MOTIVATION EQUALIZER 11.

Input/Output Interface 13

This component is the communication interface for the MINDSET DEVELOPER4 which interacts with the USER 1 and the DISCUSSION GENERATOR 5components.

Fundamental Category Constructor 14

With the aid of the FACILITATOR 2 component, this component defines eachof the Fundamental Categories (e.g., confidence) as each relate to itscorresponding Motivational Attribute (e.g., needs) identified by theMOTIVATIONAL ATTRIBUTE CONSTRUCTOR 10 which is also supported by theFACILITATOR 2 component.

Motivational Coping Technique Constructor 15

This component defines ways in which one would cope in developing orevolving each Fundamental Category (e.g., confidence) for itscorresponding Motivational Attribute in relation to each set ofAttitudinal Trait Descriptions. Two or more Motivational CopingTechniques are defined for each Fundamental Category. In one embodimentof this application, four Motivational Coping Techniques are defined foreach Fundamental Category (e.g., confidence). Of the four, two aredefined as “Passive” (e.g., suggesting less effort) Motivational CopingTechniques (e.g., allow & accept are the first and second “passive”motivational coping techniques) and two are defined as “Active” (e.g.,suggesting more effort) Motivational Coping Techniques (e.g., maintain &support are the first and second “active” motivational copingtechniques). In addition, the Motivational Coping Techniques aredesigned to support specific Quadrant Caches in the LinguisticConstructs Table in FIG. 29 for any Discussion Topic Evaluation and theuser's Autobiography.

Input/Output Interface 16

This component is the communication interface for the DISCUSSIONGENERATOR 5 component which interacts with the MOTIVATION MANAGER 3, theMINDSET DEVELOPER 4, the USER 1 and the DOCUMENTATION MANAGER 6components.

Linguistics Organizer 17

This component builds a table called the Linguistic Constructs Table inFIG. 29. This table consists of the constructs necessary to develop theinquiries that are generated back to the user along with the appropriateset of Attitudinal Trait Descriptions. The data for this table isderived from the MOTIVATION CONSTRUCTOR 2 and the MINDSET DEVELOPER 4components.

Inquiry Builder 18

This component builds an inquiry that is generated back to the userwhich is based on the criteria identified by the RESPONSE MANAGER 20component.

Discussion Topic Evaluation 19

This component aids the user in defining a Discussion Topic (e.g.,relationship with Karen) wherein true/untrue statements are presented tothe user for the user to evaluate the Discussion Topic for eachFundamental Category (e.g., “Confidence”) based on a rank of 1 to 10, aconfidence level indicator which indicates the users confidence in theirrank, and the Response Type desired for each inquiry generated back tothe user. A Response Algorithm calculates the user's perceived value ofthe Discussion Topic and a record is stored in a data structure whichrepresents the evaluation of such a Discussion Topic.

Response Manager 20

This component analyzes the results of the DISCUSSION TOPIC EVALUATION19 for a specific Discussion Topic and determines the criteria necessaryto construct the inquiry for each Fundamental Category (e.g.,“Confidence”).

Presentation Constructor 21

This component presents an inquiry generated back to the user for eachFundamental Category (e.g., “Confidence”) for a specific DiscussionTopic so that the user may reflect upon it in order to determine anappropriate response wherein the user will enter a journal entry in theJOURNAL DEVELOPER 23 component.

Input/Output Interface 22

This component is the communication interface for the DOCUMENTATIONMANAGER 6 which interacts with the USER 1 and the DISCUSSION GENERATOR 5components.

Journal Developer 23

This component is a data structure for the user to write and storeentries for each inquiry presented to them generated from the DISCUSSIONGENERATOR 5 component.

Report Manager 24

This component allows the user to view and print reports wherein theuser may review their journal entries entered in the JOURNAL DEVELOPER23 component.

Autobiography Developer 25

This component generates autobiography statements (not to be confusedwith the true/untrue statements presented to the user in the DISCUSSIONTOPIC EVALUATION 19 component) for each set of Attitudinal TraitDescriptions derived from the MOTIVATION MANAGER 3 component andprovides a data structure for the user to write and store entries whichanswer each autobiography statement. Each statement which relates toevery set of attitudinal trait descriptions includes both the “Passive”and “Active” motivational coping techniques and related linguisticconstructs from the Linguistic Constructs Table in FIG. 29 in theLINGUISTICS ORGANIZER 17 component in FIG. 4.

DETAILED DESCRIPTION OF THE METHOD OF THE INVENTION

-   -   The following steps are performed:

-   [1] Obtain the user's responses from the user profile (e.g., the    Birkman Method) which are indicative of the user's attitudes or    behaviors (denoted as “attitudinal trait descriptions” herein).    Refer to the USER PROFILE 9 component in FIG. 2, FIGS. 7A and 7B,    and Appendix A.

-   [2] Obtain the motivational attributes (e.g., needs, stress    reactions, interests, and strengths) from the user profile for    classifying the user's attitudinal trait descriptions. Refer to the    MOTIVATIONAL ATTRIBUTE CONSTRUCTOR 10 component in FIG. 2 and FIGS.    7A and 7B, wherein the user's attitudinal traits are classified    as: (a) those attitudinal traits most like the user, (b) those    attitudinal traits least like the user, (c) those attitudinal traits    for which the user has a greater awareness, (d) those attitudinal    traits for which the user has a lesser awareness. Additionally,    (FIG. 7B) obtain a description from the user which the user    associates with a passive state of mind, and obtain a description    from the user which the user associates with an active state of    mind.

-   [3] The facilitator confirms that the motivational attributes    obtained from the user profile in step 5 above are nouns and    confirms that each motivational attribute is appropriately expressed    for the purpose of developing the Linguistic Constructs Table in    FIG. 29. Refer to the MOTIVATIONAL ATTRIBUTE CONSTRUCTOR 10    component in FIG. 2 and FIGS. 7A and 7B.

-   [4] Construct the Linguistic Constructs Table in FIG. 29 according    to the motivational attributes obtained in step 2 above and    confirmed by the facilitator in step 3 above and according to the    design of the Relationship Anatomy Model in FIG. 30 a through 30 f.    Refer to the Linguistic Constructs Table Detailed Description    section in this application.

-   [5] User's scores from the user profile are entered via the    INPUT/OUTPUT INTERFACE 7 in FIG. 2 so that specific attitudinal    trait descriptions (i.e., attitudes or behaviors) can be determined    from the user profile, wherein there is a collection of such    specific attitudinal trait descriptions for each motivational    attribute as described in step 2 above. Refer to FIGS. 7A and 7B,    and 34.

-   [6] A first collection of attitudinal trait descriptions is    extracted from the user profile, wherein the first collection    consists of six of the user's most like descriptions classified in,    e.g., the “need” (motivational attribute) category. Refer to the    MOTIVATION EQUALIZER 11 component in FIG. 2, to the upper box (e.g.,    which represents quadrant cache 1 in FIGS. 30 and 31) in FIG. 35 and    refer to FIGS. 7A and 7B, and 10, and Appendix A.

-   [7] A second collection of attitudinal trait descriptions is    extracted from the user profile, wherein the second collection    consists of six of the user's least like descriptions classified in,    e.g., the “need” (motivational attribute) category. Refer to the    MOTIVATION EQUALIZER 11 component in FIG. 2, to the lower box (e.g.,    which represents quadrant cache 3 in FIGS. 30 and 31) in FIG. 35 and    refer to FIGS. 7A and 7B, and 11, and Appendix A.

-   [8] A first collection of attitudinal trait descriptions is    extracted from the user profile, wherein the first collection    consists of six of the user's most like descriptions classified in,    e.g., the “stress reaction” (motivational attribute) category. Refer    to the MOTIVATION EQUALIZER 11 component in FIG. 2, to the upper box    (e.g., which represents quadrant cache 1 in FIGS. 30 and 31) in FIG.    37 and refer to FIGS. 7A and 7B, and 10, and Appendix A.

-   [9] A second collection of attitudinal trait descriptions is    extracted from the user profile, wherein the second collection    consists of six of the user's least like descriptions classified in,    e.g., the “stress reaction” (motivational attribute) category. Refer    to the MOTIVATION EQUALIZER 11 component in FIG. 2, to the lower box    (e.g., which represents quadrant cache 3 in FIGS. 30 and 31) in FIG.    37 and refer to FIGS. 7A and 7B, and 11, and Appendix A.

-   [10] A first collection of attitudinal trait descriptions is    extracted from the user profile, wherein the first collection    consists of six of the user's most like descriptions classified in,    e.g., the “interest” (motivational attribute) category. Refer to the    MOTIVATION EQUALIZER 11 component in FIG. 2, to the upper box (e.g.,    which represents quadrant cache 1 in FIGS. 30 and 31) in FIG. 39 and    refer to FIGS. 7A and 7B, 10, and Appendix A.

-   [11] A second collection of attitudinal trait descriptions is    extracted from the user profile, wherein the second collection    consists of six of the user's least like descriptions classified in,    e.g., the “interest” (motivational attribute) category. Refer to the    MOTIVATION EQUALIZER 11 component in FIG. 2, to the lower box (e.g.,    which represents quadrant cache 3 in FIGS. 30 and 31) in FIG. 39 and    refer to FIGS. 7A and 7B, and 11, and Appendix A.

-   [12] A first collection of attitudinal trait descriptions is    extracted from the user profile, wherein the first collection    consists of six of the user's most like descriptions classified in,    e.g., the “strength” (motivational attribute) category. Refer to the    MOTIVATION EQUALIZER 11 component in FIG. 2, to the upper box (e.g.,    which represents quadrant cache 1 in FIGS. 30 and 31) in FIG. 41 and    refer to FIGS. 7A and 7B, and 10, and Appendix A.

-   [13] A second collection of attitudinal trait descriptions is    extracted from the user profile, wherein the second collection    consists of six of the user's least like descriptions classified in,    e.g., the “strength” (motivational attribute) category. Refer to the    MOTIVATION EQUALIZER 11 component in FIG. 2, to the lower box (e.g.,    which represents quadrant cache 3 in FIGS. 30 and 31) in FIG. 41 and    refer to FIGS. 7A and 7B, and 11, and Appendix A.

-   [14] A subset of the first collection (denoted in FIG. 31 labeled as    “A.1.2” herein) of attitudinal trait descriptions is selected from    the attitudinal trait descriptions obtained in step 6 above, wherein    those selected here consist of three “most like” the user need    (e.g., motivational attribute) descriptions that the user has a    higher awareness and the three attitudinal trait descriptions which    are not selected are denoted in FIG. 31 labeled as “A.1.1.” herein.    To perform this step, as shown in FIG. 36, a question is presented    to the user wherein the user selects three of the motivations (e.g.,    attitudinal trait descriptions) and moves them one at a time from    the left-hand box to the adjacent right-hand box (e.g., which    represents quadrant cache 2 in FIGS. 30 and 31). The question is    “Which three motivations are your most important needs?” Refer to    the MOTIVATION AMPLIFIER 12 component in FIG. 2 and FIGS. 7A and 7B.

-   [15] A subset of the second collection (denoted in FIG. 31 labeled    as “A.2.4” herein) of attitudinal trait descriptions is selected    from the attitudinal trait descriptions obtained in step 7 above,    wherein those selected here consist of three “least like” the user    need (e.g., motivational attribute) descriptions that the user has a    higher awareness and the three attitudinal trait descriptions which    are not selected are denoted in FIG. 31 labeled as “A.2.3” herein.    To perform this step, as shown in FIG. 36, a question is presented    to the user wherein the user selects three of the motivations (e.g.,    attitudinal trait descriptions) and moves them one at a time from    the left-hand box to the adjacent right-hand box (e.g., which    represents quadrant cache 4 in FIGS. 30 and 31). The question is    “Which three motivations are others potentially important needs?”    Refer to the MOTIVATION AMPLIFIER 12 component in FIG. 2 and FIGS.    7A and 7B.

-   [16] A subset of the first collection (denoted in FIG. 31 labeled as    “B.1.2” herein) of attitudinal trait descriptions is selected from    the attitudinal trait descriptions obtained in step 8 above, wherein    those selected here consist of three “most like” the user stress    reaction (e.g., motivational attribute) descriptions that the user    has a higher awareness and the three attitudinal trait descriptions    which are not selected are denoted in FIG. 31 labeled as “B.1.1.”    herein. To perform this step, as shown in FIG. 38, a question is    presented to the user wherein the user selects three of the    motivations (e.g., attitudinal trait descriptions) and moves them    one at a time from the left-hand box to the adjacent right-hand box    (e.g., which represents quadrant cache 2 in FIGS. 30 and 31). The    question is “Which three motivations are your most difficult stress    reactions?” Refer to the MOTIVATION AMPLIFIER 12 component in FIG. 2    and FIGS. 7A and 7B.

-   [17] A subset of the second collection (denoted in FIG. 31 labeled    as “B.2.4” herein) of attitudinal trait descriptions is selected    from the attitudinal trait descriptions obtained in step 9 above,    wherein those selected here consist of three “least like” the user    stress reaction (e.g., motivational attribute) descriptions that the    user has a higher awareness and the three attitudinal trait    descriptions which are not selected are denoted in FIG. 31 labeled    as “B.2.3.” herein. To perform this step, as shown in FIG. 38, a    question is presented to the user wherein the user selects three of    the motivations (e.g., attitudinal trait descriptions) and moves    them one at a time from the left-hand box to the adjacent right-hand    box (e.g., which represents quadrant cache 4 in FIGS. 30 and 31).    The question is “Which three motivations are others potentially    difficult stress reactions?” Refer to the MOTIVATION AMPLIFIER 12    component in FIG. 2 and FIGS. 7A and 7B.

-   [18] A subset of the first collection (denoted in FIG. 31 labeled as    “C.1.2” herein) of attitudinal trait descriptions is selected from    the attitudinal trait descriptions obtained in step 10 above,    wherein those selected here consist of three “most like” the user    interest (e.g., motivational attribute) descriptions that the user    has a higher awareness and the three attitudinal trait descriptions    which are not selected are denoted in FIG. 31 labeled as “C.1.1.”    herein To perform this step, as shown in FIG. 40, a question is    presented to the user wherein the user selects three of the    motivations (e.g., attitudinal trait descriptions) and moves them    one at a time from the left-hand box to the adjacent right-hand box    (e.g., which represents quadrant cache 2 in FIGS. 30 and 31). The    question is “Which three motivations are your most passionate    interests?” Refer to the MOTIVATION AMPLIFIER 12 component in FIG. 2    and FIG. 7.

-   [19] A subset of the second collection (denoted in FIG. 31 labeled    as “C.2.4” herein) of attitudinal trait descriptions is selected    from the attitudinal trait descriptions obtained in step 11 above,    wherein those selected here consist of three “least like” the user    interest (e.g., motivational attribute) descriptions that the user    has a higher awareness and the three attitudinal trait descriptions    which are not selected are denoted in FIG. 31 labeled as “C.2.3.”    herein To perform this step, as shown in FIG. 40, a question is    presented to the user wherein the user selects three of the    motivations (e.g., attitudinal trait descriptions) and moves them    one at a time from the left-hand box to the adjacent right-hand box    (e.g., which represents quadrant cache 4 in FIGS. 30 and 31). The    question is “Which three motivations are others potentially    passionate interests?” Refer to the MOTIVATION AMPLIFIER 12    component in FIG. 2 and FIG. 7.

-   [20] A subset of the first collection (denoted in FIG. 31 labeled as    “D.1.2” herein) of attitudinal trait descriptions is selected from    the attitudinal trait descriptions obtained in step 12 above,    wherein those selected here consist of three “most like” the user    strength (e.g., motivational attribute) descriptions that the user    has a higher awareness and the three attitudinal trait descriptions    which are not selected are denoted in FIG. 31 labeled as “D.1.1.”    herein. To perform this step, as shown in FIG. 42, a question is    presented to the user wherein the user selects three of the    motivations (e.g., attitudinal trait descriptions) and moves them    one at a time from the left-hand box to the adjacent right-hand box    (e.g., which represents quadrant cache 2 in FIGS. 30 and 31). The    question is “Which three motivations are your most consistent    strengths?” Refer to the MOTIVATION AMPLIFIER 12 component in FIG. 2    and FIG. 7.

-   [21] A subset of the second collection (denoted in FIG. 31 labeled    as “D.2.4” herein) of attitudinal trait descriptions is selected the    attitudinal trait descriptions obtained in from step 13 above,    wherein those selected here consist of three “least like” the user    strength (e.g., motivational attribute) descriptions that the user    has a higher awareness and the three attitudinal trait descriptions    which are not selected are denoted in FIG. 31 labeled as “D.2.3.”    herein To perform this step, as shown in FIG. 42, a question is    presented to the user wherein the user selects three of the    motivations (e.g., attitudinal trait descriptions) and moves them    one at a time to the adjacent right-hand box (e.g., which represents    quadrant cache 4 in FIGS. 30 and 31). The question is “Which three    motivations are others potentially consistent strengths?” Refer to    the MOTIVATION AMPLIFIER 12 component in FIG. 2 and FIG. 7.

-   [22] Obtain descriptions of the user's “passive” (described in step    23 below) and “active” (described in step 24 below) states of mind    which are descriptions that are indicative of the user being in a    “relaxed” state of mind for a “passive” state of mind description    and “motivated” state of mind for an “active” state of mind    description. Refer to the STATE OF MIND CONSTRUCTOR 8 component in    FIG. 2, FIG. 7, FIG. 12, and FIG. 33.

-   [23] To define a “passive” (e.g., suggesting less effort) state of    mind description a meditation exercise is conducted wherein the user    meditates to a script which helps them visualize their future self    in a peaceful setting (usually done by an expert in presenting such    exercises). Based on the user's experience, the user enters a    description of their experience, a name which represents their    future self (something other than their given name), and chooses    three one-word descriptions that represent their “passive” or    relaxed state of mind (e.g., creativity, clarity, and satisfaction).    RULE: The one-word descriptors must follow the rule: “incorporates    <one-word descriptor> in your discussion topic”. These data items    described above are stored in the appropriate data structures. Refer    to the STATE OF MIND CONSTRUCTOR 8 component in FIG. 2, FIG. 7, FIG.    12, and FIG. 33.

-   [24] To define an “active” (e.g., suggesting more effort) state of    mind description another exercise is conducted wherein the user    initiates a discussion regarding their life peak experience (usually    done with an expert in conducting such exercises). Based on the    user's experience, the user enters a description of their experience    and chooses three one-word descriptions that represent their    “active” or motivated state of mind (e.g., freedom, vitality,    connecting). RULE: The one-word descriptors must follow the rule:    “incorporates <one-word descriptor> in your discussion topic”. These    data items described above are stored in the appropriate data    structures. Refer to the STATE OF MIND CONSTRUCTOR 8 component in    FIG. 2, FIG. 7, FIG. 12, and FIG. 33.

-   [25] The facilitator defines a fundamental category for each    motivational attribute (e.g., need, stress reaction, interest, and    strength). As defined in one embodiment of the application, the    fundamental categories defined are respectively: confidence,    patience, devotion, and honor. For example, to define a fundamental    category for the motivational attribute “need” the facilitator may    find that “confidence” (e.g., fundamental category) is achieved when    the motivational attribute “needs” are manageable. And, to define a    fundamental category for the motivational attribute “stress    reaction” the facilitator may find that “patience” (e.g.,    fundamental category) is achieved when the motivational attribute    “stress reactions” are manageable. And, to define a fundamental    category for the motivational attribute “interests” the facilitator    may find that “devotion” (e.g., fundamental category) is achieved    when the motivational attribute “interests” are manageable. And, to    define a fundamental category for the motivational attribute    “strength” the facilitator may find that “honor” (e.g., fundamental    category) is achieved when the motivational attribute “strengths”    are manageable. Refer to the FUNDAMENTAL CATEGORY CONSTRUCTOR 14    component in FIG. 3 and FIG. 7.

-   [26] Update the linguistic constructs in the Linguistic Constructs    Table in FIG. 29 according to the fundamental categories (e.g.,    confidence, patience, devotion, and honor) defined by the    facilitator in step 25 above and according to the design of the    Relationship Anatomy Model in FIG. 30 a through 30 f. Refer to the    Linguistic Constructs Table Detailed Description section in this    application and FIG. 7.

-   [27] The facilitator defines a set of motivational coping techniques    for every fundamental category. For at least one embodiment of this    application, each motivational coping technique is a verb which can    also be a transitive verb. For each fundamental category there is at    least one motivational coping technique defined for each quadrant    cache, and there are at least two motivational coping techniques    defined that represent a “passive” (e.g., suggesting less effort)    state of mind (refer to column 1 in FIG. 30 f) and at least two    motivational coping techniques defined that represent an “active”    (e.g., suggesting more effort) state of mind (refer to column 2 in    FIG. 30 f). Note however, that for any given discussion topic    evaluation, a “passive” motivational coping technique may represent    column 2 (i.e., visa versa) and an “active” motivational coping    technique may represent column 1 (i.e., visa versa). Each set (e.g.,    two) of “passive” and “active” motivational coping techniques are    designed according to the coping evolution requirements (refer to    The Detailed Description of the Coping Evolution Requirements). In    general, the coping evolution represents the awareness level (e.g.,    vertical axis of the relationship anatomy model in FIG. 30 a through    30 f) of a motivational coping technique according to a “passive”    and “active” state of mind for a fundamental category. For example,    for the fundamental category “confidence” the “passive” state of    mind motivational coping techniques are defined by the facilitator    as “allow” and “accept”. The motivational coping technique “allow”    is defined for quadrant cache 1 and quadrant cache 3 which    represents the “lower” awareness level quadrant cache (refer to FIG.    30 b). The motivational coping technique “accept” is defined for    quadrant cache 2 and quadrant cache 4 which represents the “higher”    awareness level quadrant cache (refer to FIG. 30 b). As a result,    through experimentation and observation it is believed that a    typical user may “allow” an attitudinal trait description instance    before “accept(ing)” an attitudinal trait description instance. The    facilitator defines the “active” motivational coping techniques as    “maintain” (representing quadrant cache 1 and quadrant cache 3) and    “support” (representing quadrant cache 2 and quadrant cache 4).    Refer to the MOTIVATIONAL COPING TECHNIQUE CONSTRUCTOR 15 component    in FIG. 3 and refer to the Linguistic Constructs Table Detailed    Description section in this application to understand how    motivational coping techniques are defined according to the    Relationship Anatomy Model in FIG. 30 a through 30 f and FIG. 7.

-   [28] For the fundamental category “patience”, the facilitator    defines the “passive” motivational coping techniques as “excuse”    (representing quadrant cache 1 and quadrant cache 3) and “forgive”    (representing quadrant cache 2 and quadrant cache 4). And the    “active” motivational coping techniques are defined as “comprehend”    (representing quadrant cache 1 and quadrant cache 3) and    “understand” (representing quadrant cache 2 and quadrant cache 4).    Refer to step [27] above and to the MOTIVATIONAL COPING TECHNIQUE    CONSTRUCTOR 15 component in FIG. 3 and refer to the Linguistic    Constructs Table Detailed Description section in this application to    understand how motivational coping techniques are defined according    to the Relationship Anatomy Model in FIG. 30 a through 30 f and FIG.    7.

-   [29] For the fundamental category “devotion”, the facilitator    defines the “passive” motivational coping techniques as “consider”    (representing quadrant cache 1 and quadrant cache 3) and “discover”    (representing quadrant cache 2 and quadrant cache 4). And the    “active” motivational coping techniques are defined as “acknowledge”    (representing quadrant cache 1 and quadrant cache 3) and “fulfill”    (representing quadrant cache 2 and quadrant cache 4). Refer to step    [27] above and to the MOTIVATIONAL COPING TECHNIQUE CONSTRUCTOR 15    component in FIG. 3 and refer to the Linguistic Constructs Table    Detailed Description section in this application to understand how    motivational coping techniques are defined according to the    Relationship Anatomy Model in FIG. 30 a through 30 f and FIG. 7.

-   [30] For the fundamental category “honor”, the facilitator defines    the “passive” motivational coping techniques as “observe”    (representing quadrant cache 1 and quadrant cache 3) and “admire”    (representing quadrant cache 2 and quadrant cache 4). And the    “active” motivational coping techniques are defined as “appreciate”    (representing quadrant cache 1 and quadrant cache 3) and “respect”    (representing quadrant cache 2 and quadrant cache 4. Refer to step    [27] above and to the MOTIVATIONAL COPING TECHNIQUE CONSTRUCTOR 15    component in FIG. 3 and refer to the Linguistic Constructs Table    Detailed Description section in this application to understand how    motivational coping techniques are defined according to the    Relationship Anatomy Model in FIG. 30 a through 30 f and FIG. 7.

-   [31] Update the linguistic constructs data in the Linguistic    Constructs Table in FIG. 29 according to each set of motivational    coping techniques for each fundamental category defined in steps 27    through 30 above according to the design of the Relationship Anatomy    Model in FIG. 30 a through 30 f. Refer to the Linguistic Constructs    Table Detailed Description section in this application and FIG. 7.

-   [32] The user creates an autobiography for every set of attitudinal    trait descriptions classified in steps 6 through 21 above (shown in    FIG. 31) for every fundamental category (e.g., confidence, patience,    devotion, & honor). The user is presented with a series of    autobiography statements which are generated from the AUTOBIOGRAPHY    DEVELOPER 25 in FIG. 5 in the form of requesting the user to    describe their perception of attitudinal trait descriptions “least    like” and “most like” themselves based on autobiography statements    which include the predefined motivational coping techniques in steps    27 through 30 above and as described in consecutive steps below.    Refer to the Linguistic Constructs Table Detailed Description and    Refer to FIGS. 7, 13, 17, and 18.

-   [33] For fundamental category A (e.g., confidence) in FIG. 44 the    user is asked “1. Describe ways you allow or maintain others    potential needs.” The attitudinal trait descriptions labeled A.2.3    in FIG. 31 from quadrant 3 cache (e.g., personal control over    scheduling, adequate notice of any change, and a definite plan in    place) are displayed below the autobiography statement. Referring to    the Linguistic Constructs Table in FIG. 29, you'll find that    A.2.3QCache3 is populated twice within the column attitudinal trait    description ID for record #3 and record #19. In record #3 you'll    notice the motivational coping technique is “maintain” and in record    #19 you'll notice the motivational coping technique is “allow”.    Therefore, the user is given a choice to, either describe ways to    “allow” or “maintain” the attitudinal trait descriptions which exist    in A.2.3 in FIG. 31. This is indicative of the way a collection of    attitudinal trait descriptions may be addressed by two different    motivational coping techniques for a given autobiography statement.    Also, in record #3 and #19 identified in the Linguistic Constructs    Table in FIG. 29 you'll notice that the attitudinal trait    description is “others potential needs”. According to the Linguistic    Constructs Detailed Description, this justifies the remaining part    of the autobiography statement above. Refer to FIGS. 7, 13, 17, and    18.

-   [34] The user enters an answer for the autobiography statement 1 in    FIG. 44 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 1 in    FIG. 44) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [35] For fundamental category A (e.g., confidence) in FIG. 44 the    user is asked “2. Describe ways you accept or support others    potentially important needs.” The attitudinal trait descriptions    labeled A.2.4 in FIG. 31 from quadrant 4 cache (e.g., an unemotional    environment, an environment based on trust, and issues reduced to    their simplest form) are displayed below the autobiography    statement. Referring to the Linguistic Constructs Table in FIG. 29,    you'll find that A.2.4QCache4 is populated twice within the column    attitudinal trait description ID for record #4 and record #20. In    record #4 you'll notice the motivational coping technique is    “support” and in record #20 you'll notice the motivational coping    technique is “accept”. Therefore, the user is given a choice to    either describe ways to “accept” or “support” the attitudinal trait    descriptions which exist in A.2.4 in FIG. 31. This is indicative of    the way a collection of attitudinal trait descriptions may be    addressed by two different motivational coping techniques for a    given autobiography statement. Also, in record #4 and #20 identified    in the Linguistic Constructs Table in FIG. 29 you'll notice that the    attitudinal traits description is “others potentially important    needs”. According to the Linguistic Constructs Detailed Description,    this justifies the remaining part of the autobiography statement    above. Refer to FIGS. 7, 13, 17, and 18.

-   [36] The user enters an answer for the autobiography statement 2 in    FIG. 44 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 2 in    FIG. 44) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [37] For fundamental category A (e.g., confidence) in FIG. 44 the    user is asked “3. Describe ways you allow or maintain your needs.”    The attitudinal trait descriptions labeled A.1.1 in FIG. 31 from    quadrant 1 cache (e.g., plenty of time for complex decisions, a busy    schedule, and only an outline to follow) are displayed below the    autobiography statement. Referring to the Linguistic Constructs    Table in FIG. 29, you'll find that A.1.1QCache1 is populated twice    within the column attitudinal trait description ID for record #1 and    record #17. In record #1 you'll notice the motivational coping    technique is “allow” and in record #17 you'll notice the    motivational coping technique is “maintain”. Therefore, the user is    given a choice to either describe ways to “allow” or “maintain” the    attitudinal trait descriptions which exist in A.1.1 in FIG. 31. This    is indicative of the way a collection of attitudinal trait    descriptions may be addressed by two different motivational coping    techniques for a given autobiography statement. Also, in record #1    and #17 identified in the Linguistic Constructs Table in FIG. 29    you'll notice that the attitudinal trait description is “your    needs”. According to the Linguistic Constructs Detailed Description,    this justifies the remaining part of the autobiography statement    above. Refer to FIGS. 7, 13, 17, and 18.

-   [38] The user enters an answer for the autobiography statement 3 in    FIG. 44 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 3 in    FIG. 44) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [39] For fundamental category A (e.g., confidence) in FIG. 44 the    user is asked “4. Describe ways you accept or support your most    important needs.” The attitudinal trait descriptions labeled A.1.2    in FIG. 31 from quadrant 2 cache (e.g., plenty of different calls on    attention, an outlet for subjective issues, and a way to measure    personal performance) are displayed below the autobiography    statement. Referring to the Linguistic Constructs Table in FIG. 29,    you'll find that A.1.2QCache2 is populated twice within the column    attitudinal trait description ID for record #2 and record #18. In    record #2 you'll notice the motivational coping technique is    “accept” and in record #18 you'll notice the motivational coping    technique is “support”. Therefore, the user is given a choice to    either describe ways to “accept” or “support” the attitudinal trait    descriptions which exist in A.1.2 in FIG. 31. This is indicative of    the way a collection of attitudinal trait descriptions may be    addressed by two different motivational coping techniques for a    given autobiography statement. Also, in record #2 and #18 identified    in the Linguistic Constructs Table in FIG. 29 you'll notice that the    attitudinal traits description is “your most important needs”.    According to the Linguistic Constructs Detailed Description, this    justifies the remaining part of the autobiography statement above.    Refer to FIGS. 7, 13, 17, and 18.

-   [40] The user enters an answer for the autobiography statement 4 in    FIG. 44 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 4 in    FIG. 44) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [41] For fundamental category B (e.g., patience) in FIG. 45 the user    is asked “1. Describe ways you excuse or comprehend others potential    stress reactions.” The attitudinal trait descriptions labeled B.2.3    in FIG. 31 from quadrant 3 cache (e.g., putting things off,    over-insistence on following procedures, and failing to address    issues of control) are displayed below the autobiography statement.    Referring to the Linguistic Constructs Table in FIG. 29, you'll find    that B.2.3QCache3 is populated twice within the column attitudinal    trait description ID for record #7 and record #23. In record #7    you'll notice the motivational coping technique is “comprehend” and    in record #23 you'll notice the motivational coping technique is    “excuse”. Therefore, the user is given a choice to either describe    ways to “excuse” or “comprehend” the attitudinal trait descriptions    which exist in B.2.3 in FIG. 31. This is indicative of the way a    collection of attitudinal trait descriptions may be addressed by two    different motivational coping techniques for a given autobiography    statement. Also, in record #7 and #23 identified in the Linguistic    Constructs Table in FIG. 29 you'll notice that the attitudinal trait    description is “others potential stress reactions”. This According    to the Linguistic Constructs Detailed Description, this justifies    the remaining part of the autobiography statement above. Refer to    FIGS. 7, 13, 17, and 18.

-   [42] The user enters an answer for the autobiography statement 1 in    FIG. 45 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 1 in    FIG. 45) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [43] For fundamental category B (e.g., patience) in FIG. 45 the user    is asked “2. Describe ways you forgive or understand others    potentially difficult stress reactions.” The attitudinal trait    descriptions labeled B.2.4 in FIG. 31 from quadrant 4 cache (e.g.,    failing to accept necessary change, being impulsive, and discomfort    with unusual ideas) are displayed below the autobiography statement.    Referring to the Linguistic Constructs Table in FIG. 29, you'll find    that B.2.4QCache4 is populated twice within the column attitudinal    trait description ID for record #8 and record #24. In record #8    you'll notice the motivational coping technique is “understand” and    in record #24 you'll notice the motivational coping technique is    “forgive”. Therefore, the user is given a choice to either describe    ways to “forgive” or “understand” the attitudinal trait descriptions    which exist in B.2.4 in FIG. 31. This is indicative of the way a    collection of attitudinal trait descriptions may be addressed by two    different motivational coping techniques for a given autobiography    statement. Also, in record #8 and #24 identified in the Linguistic    Constructs Table in FIG. 29 you'll notice that the attitudinal trait    description is “others potentially difficult stress reactions”.    According to the Linguistic Constructs Detailed Description, this    justifies the remaining part of the autobiography statement above.    Refer to FIGS. 7, 13, 17, and 18.

-   [44] The user enters an answer for the autobiography statement 2 in    FIG. 45 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 2 in    FIG. 45) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [45] For fundamental category B (e.g., patience) in FIG. 45 the user    is asked “3. Describe ways you excuse or comprehend your stress    reactions.” The attitudinal trait descriptions labeled B.1.1 in FIG.    31 from quadrant 1 cache (e.g., weakness in follow-through, getting    distracted too easily, and being different for its own sake) are    displayed below the autobiography statement. Referring to the    Linguistic Constructs Table in FIG. 29, you'll find that    B.1.1QCache1 is populated twice within the column attitudinal trait    description ID for record #5 and record #21. In record #5 you'll    notice the motivational coping technique is “excuse” and in record    #21 you'll notice the motivational coping technique is “comprehend”.    Therefore, the user is given a choice to either describe ways to    “excuse” or “comprehend” the attitudinal trait descriptions which    exist in B.1.1 in FIG. 31. This is indicative of the way a    collection of attitudinal trait descriptions may be addressed by two    different motivational coping techniques for a given autobiography    statement. Also, in record #5 and #21 identified in the Linguistic    Constructs Table in FIG. 29 you'll notice that the attitudinal trait    description is “your stress reactions”. According to the Linguistic    Constructs Detailed Description, this justifies the remaining part    of the autobiography statement above. Refer to FIGS. 7, 13, 17, and    18.

-   [46] The user enters an answer for the autobiography statement 3 in    FIG. 45 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 3 in    FIG. 45) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [47] For fundamental category B (e.g., patience) in FIG. 45 the user    is asked “4. Describe ways you forgive or understand your most    difficult stress reactions.” The attitudinal trait descriptions    labeled B.1.2 in FIG. 31 from quadrant 2 cache (e.g., becoming    domineering and controlling, indecision when pressured, and failing    to delegate when necessary) are displayed below the autobiography    statement. Referring to the Linguistic Constructs Table in FIG. 29,    you'll find that B.1.2QCache2 is populated twice within the column    attitudinal trait description ID for record #6 and record #22. In    record #6 you'll notice the motivational coping technique is    “forgive” and in record #22 you'll notice the motivational coping    technique is “understand”. Therefore, the user is given a choice to    either describe ways to “forgive” or “understand” the attitudinal    trait descriptions which exist in B.1.2 in FIG. 31. This is    indicative of the way a collection of attitudinal trait descriptions    may be addressed by two different motivational coping techniques for    a given autobiography statement. Also, in record #6 and #22    identified in the Linguistic Constructs Table in FIG. 29 you'll    notice that the attitudinal trait description is “your most    difficult stress reactions”. According to the Linguistic Constructs    Detailed Description, this justifies the remaining part of the    autobiography statement above. Refer to FIGS. 7, 13, 17, and 18.

-   [48] The user enters an answer for the autobiography statement 4 in    FIG. 45 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 4 in    FIG. 45) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [49] For fundamental category C (e.g., devotion) in FIG. 46 the user    is asked “1. Describe ways you acknowledge or consider others    potential interests.” The attitudinal trait descriptions labeled    C.2.3 in FIG. 31 from quadrant 3 cache (e.g., completing any    details, a minimum of directive involvement, and hard work—rewarding    self motivation) are displayed below the autobiography statement.    Referring to the Linguistic Constructs Table in FIG. 29, you'll find    that C.2.3QCache3 is populated twice within the column attitudinal    trait description ID for record #11 and record #27. In record #11    you'll notice the motivational coping technique is “acknowledge” and    in record #27 you'll notice the motivational coping technique is    “consider”. Therefore, the user is given a choice to either describe    ways to “acknowledge” or “consider” the attitudinal trait    descriptions which exist in C.2.3 in FIG. 31. This is indicative of    the way a collection of attitudinal trait descriptions may be    addressed by two different motivational coping techniques for a    given autobiography statement. Also, in record #11 and #27    identified in the Linguistic Constructs Table in FIG. 29 you'll    notice that the attitudinal trait description is “others potential    interests”. According to the Linguistic Constructs Detailed    Description, this justifies the remaining part of the autobiography    statement above. Refer to FIGS. 7, 13, 17, and 18.

-   [50] The user enters an answer for the autobiography statement 1 in    FIG. 46 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 1 in    FIG. 46) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [51] For fundamental category C (e.g., devotion) in FIG. 46 the user    is asked “2. Describe ways you fulfill or discover others    potentially passionate interests.” The attitudinal trait    descriptions labeled C.2.4 in FIG. 31 from quadrant 4 cache (e.g.,    exercising strong managerial authority, approaching issues    holistically, and approaching problems factually and logically) are    displayed below the autobiography statement. Referring to the    Linguistic Constructs Table in FIG. 29, you'll find that    C.2.4QCache4 is populated twice within the column attitudinal trait    description ID for record #12 and record #28. In record #12 you'll    notice the motivational coping technique is “fulfill” and in record    #28 you'll notice the motivational coping technique is “discover”.    Therefore, the user is given a choice to either describe ways to    “fulfill” or “discover” the attitudinal trait descriptions which    exist in C.2.4 in FIG. 31. This is indicative of the way a    collection of attitudinal trait descriptions may be addressed by two    different motivational coping techniques for a given autobiography    statement. Also, in record #12 and #28 identified in the Linguistic    Constructs Table in FIG. 29 you'll notice that the attitudinal trait    description is “others potentially passionate interests”. According    to the Linguistic Constructs Detailed Description, this justifies    the remaining part of the autobiography statement above. Refer to    FIGS. 7, 13, 17, and 18.

-   [52] The user enters an answer for the autobiography or statement 2    in FIG. 46 (the answer input area not shown), and the answer is    stored in a data structure (the user enters their answer by clicking    the yellow sticky note icon next to autobiography statement 2 in    FIG. 46) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [53] For fundamental category C (e.g., devotion) in FIG. 46 the user    is asked “3. Describe ways you acknowledge or consider your    interests.” The attitudinal trait descriptions labeled C.1.1 in FIG.    31 from quadrant 1 cache (e.g., positive relationships and mutual    trust, a commitment to major responsibilities, and imagination and    intuitiveness) are displayed below the autobiography statement.    Referring to the Linguistic Constructs Table in FIG. 291, you'll    find that C.1.1QCache1 is populated twice within the column    attitudinal trait description ID for record #9 and record #25. In    record #9 you'll notice the motivational coping technique is    “consider” and in record #25 you'll notice the motivational coping    technique is “acknowledge”. Therefore, the user is given a choice to    either describe ways to “consider” or “acknowledge” the attitudinal    trait descriptions which exist in C.1.1 in FIG. 31. This is    indicative of the way a collection of attitudinal trait descriptions    may be addressed by two different motivational coping techniques for    a given autobiography statement. Also, in record #9 and #25    identified in the Linguistic Constructs Table in FIG. 29 you'll    notice that the attitudinal trait description is “your interests”.    According to the Linguistic Constructs Detailed Description, this    justifies the remaining part of the autobiography statement above.    Refer to FIGS. 7, 13, 17, and 18.

-   [54] The user enters an answer for the autobiography statement 3 in    FIG. 46 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 3 in    FIG. 46) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [55] For fundamental category C (e.g., devotion) in FIG. 46 the user    is asked “4. Describe ways you fulfill or discover your most    passionate interests.” The attitudinal trait descriptions labeled    C.1.2 in FIG. 31 from quadrant 2 cache (e.g., educational approaches    to development, comfort in problem solving and crisis intervention,    and managing through knowledge and expertise) are displayed below    the autobiography statement. Referring to the Linguistic Constructs    Table in FIG. 29, you'll find that C.1.2QCache2 is populated twice    within the column attitudinal trait description ID for record #10    and record #26. In record #10 you'll notice the motivational coping    technique is “discover” and in record #22 you'll notice the    motivational coping technique is “fulfill”. Therefore, the user is    given a choice to either describe ways to “fulfill” or “discover”    the attitudinal trait descriptions which exist in C.1.2 in FIG. 31.    This is indicative of the way a collection of attitudinal trait    descriptions may be addressed by two different motivational coping    techniques for a given autobiography statement. Also, in record #10    and #26 identified in the Linguistic Constructs Table in FIG. 29    you'll notice that the attitudinal trait description is “your most    passionate interests”. According to the Linguistic Constructs    Detailed Description, this justifies the remaining part of the    autobiography statement above. Refer to FIGS. 7, 13, 17, and 18.

-   [56] The user enters an answer for the autobiography statement 4 in    FIG. 46 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 4 in    FIG. 46) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [57] For fundamental category D (e.g., honor) in FIG. 47 the user is    asked “1. Describe ways you appreciate or observe others potential    strengths.” The attitudinal trait descriptions labeled D.2.3 in FIG.    31 from quadrant 3 cache (e.g., concentrates attention well,    oriented toward individual advantage, and able to work well alone)    are displayed below the autobiography statement. Referring to the    Linguistic Constructs Table in FIG. 29, you'll find that    D.2.3QCache3 is populated twice within the column attitudinal trait    description ID for record #15 and record #31. In record #15 you'll    notice the motivational coping technique is “appreciate” and in    record #31 you'll notice the motivational coping technique is    “observe”. Therefore, the user is given a choice to either describe    ways to “appreciate” or “observe” the attitudinal trait descriptions    which exist in D.2.3 in FIG. 31. This is indicative of the way a    collection of attitudinal trait descriptions may be addressed by two    different motivational coping techniques for a given autobiography    statement. Also, in record #15 and #31 identified in the Linguistic    Constructs Table in FIG. 29 you'll notice that the attitudinal trait    description is “others potential strengths”. According to the    Linguistic Constructs Detailed Description, this justifies the    remaining part of the autobiography statement above. Refer to FIGS.    7, 13, 17, and 18.

-   [58] The user enters an answer for the autobiography statement 1 in    FIG. 47 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 1 in    FIG. 47) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [59] For fundamental category D (e.g., honor) in FIG. 47 the user is    asked “2. Describe ways you respect or admire others potentially    consistent strengths.” The attitudinal trait descriptions labeled    D.2.4 in FIG. 31 from quadrant 4 cache (e.g., insightful and    intuitive, likes to reflect before acting, and low-key in exercise    of authority) are displayed below the autobiography statement.    Referring to the Linguistic Constructs Table in FIG. 29, you'll find    that D.2.4QCache4 is populated twice within the column attitudinal    trait description ID for record #16 and record #32. In record #16    you'll notice the motivational coping technique is “respect” and in    record #32 you'll notice the motivational coping technique is    “admire”. Therefore, the user is given a choice to either describe    ways to “respect” or “admire” the attitudinal trait descriptions    which exist in D.2.4 in FIG. 31. This is indicative of the way a    collection of attitudinal trait descriptions may be addressed by two    different motivational coping techniques for a given autobiography    statement. Also, in record #16 and #32 identified in the Linguistic    Constructs Table in FIG. 29 you'll notice that the attitudinal trait    description is “others potentially consistent strengths”. According    to the Linguistic Constructs Detailed Description, this justifies    the remaining part of the autobiography statement above. Refer to    FIGS. 7, 13, 17, and 18.

-   [60] The user enters an answer for the autobiography statement 2 in    FIG. 47 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 2 in    FIG. 47) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [61] For fundamental category D (e.g., honor) in FIG. 47 the user is    asked “3. Describe ways you appreciate or observe your strengths.”    The attitudinal trait descriptions labeled D.1.1 in FIG. 31 from    quadrant 1 cache (e.g., takes direct action to get things done,    direct and straightforward, and directive and commanding) are    displayed below the autobiography statement. Referring to the    Linguistic Constructs Table in FIG. 29, you'll find that    D.1.1QCache1 is populated twice within the column attitudinal trait    description ID for record #13 and record #29. In record #13 you'll    notice the motivational coping technique is “observe” and in record    #29 you'll notice the motivational coping technique is “appreciate”.    Therefore, the user is given a choice to either describe ways to    “appreciate” or “observe” the attitudinal trait descriptions which    exist in D.1.1 in FIG. 31. This is indicative of the way a    collection of attitudinal trait descriptions may be addressed by two    different motivational coping techniques for a given autobiography    statement. Also, in record #13 and #29 identified in the Linguistic    Constructs Table in FIG. 29 you'll notice that the attitudinal trait    description is “your strengths”. According to the Linguistic    Constructs Detailed Description, this justifies the remaining part    of the autobiography statement above. Refer to FIGS. 7, 13, 17, and    18.

-   [62] The user enters an answer for the autobiography statement 3 in    FIG. 47 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 3 in    FIG. 47) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [63] For fundamental category D (e.g., honor) in FIG. 47 the user is    asked “4. Describe ways you respect or admire your most consistent    strengths.” The attitudinal trait descriptions labeled D.1.2 in FIG.    31 from quadrant 2 cache (e.g., likes a variety of simultaneous    tasks, oriented toward general benefit, and friendly and easy to    know) are displayed below the autobiography statement. Referring to    the Linguistic Constructs Table in FIG. 29, you'll find that    D.1.2QCache2 is populated twice within the column attitudinal trait    description ID for record #14 and record #30. In record #14 you'll    notice the motivational coping technique is “admire” and in record    #30 you'll notice the motivational coping technique is “respect”.    Therefore, the user is given a choice to either describe ways to    “respect” or “admire” the attitudinal trait descriptions which exist    in D.1.2 in FIG. 31. This is indicative of the way a collection of    attitudinal trait descriptions may be addressed by two different    motivational coping techniques for a given autobiography statement.    Also, in record #14 and #30 identified in the Linguistic Constructs    Table in FIG. 29 you'll notice that the attitudinal trait    description is “your most consistent strengths”. According to the    Linguistic Constructs Detailed Description, this justifies the    remaining part of the autobiography statement above. Refer to FIGS.    7, 13, 17, and 18.

-   [64] The user enters an answer for the autobiography statement 4 in    FIG. 47 (the answer input area not shown), and the answer is stored    in a data structure (the user enters their answer by clicking the    yellow sticky note icon next to autobiography statement 4 in    FIG. 47) and used later for printing the user's autobiography shown    in FIG. 28. Refer to FIG. 7.

-   [65] The user may print their autobiography. The autobiography    contains all the user's answers to each of the four collections of    attitudinal trait descriptions for every fundamental category (e.g.,    confidence, patience, devotion, and honor). The fundamental    categories represent each or section of the user's autobiography    report. Refer to FIG. 28 and FIG. 54.

-   [66] The next series of steps focus on the DISCUSSION GENERATOR 5    component in FIG. 4 wherein the user defines and evaluates a    discussion topic and then is presented with inquiries based on the    evaluation of the discussion topic wherein the user may then reflect    upon or investigate the discussion topic and enter journal entries    as a result of their reflection and investigation.

-   [67] The user defines a discussion topic of their liking in which    the phrase “I want to discuss my . . . ” aids the user in defining a    discussion topic. For example, a discussion topic may be health,    work, family, children, relationship with Karen, relationship with    my boss, etc. For the purpose of demonstrating an example for one    embodiment in this application, the user will choose “relationship    with Karen”. Refer to FIG. 48 and FIG. 8.

-   [68] Next, the user will rank four true/untrue statements from 1 to    10 where 1 is mostly untrue and 10 is mostly true. Each true/untrue    statement is indicative of a fundamental category (e.g., confidence)    for each of the corresponding motivational attributes (e.g., need).    Also, each true/untrue statement requires that the user select a    confidence level indicator which demonstrates whether they have a    “low” confidence level or lack of assurance in their score or a    “high” confidence level or assurance in their score. A “low”    confidence level in their score would indicate more of a guess. In    addition, each true/untrue statement requires the user to indicate a    desired response type of “empower” or “improve”. An “empower”    response type will (e.g., described later in detail) generate an    inquiry back to the user that is indicative of the user's strongest    perception of the discussion topic and an “improve” response type    will generate an inquiry back to the user that is indicative of the    user's weakest perception of the discussion topic. Refer to FIG. 48    and FIG. 8.

-   [69] Fundamental category A (denoted as “confidence” herein)    structures its true/untrue statement (the portion of the true/untrue    statement in [ ] is constant for every discussion topic evaluation)    as: “[I have 100% complete faith and trust regarding my]    ‘relationship with Karen’”. The user answers the true/untrue    statement as 7 (e.g., good ranking range). Also, the user decides to    indicate a “low” confidence level in their rank and an “improve”    response type. Refer to FIG. 48 and FIG. 8.

-   [70] Fundamental category B (denoted as “patience” herein)    structures its true/untrue statement (the portion of the true/untrue    statement in [ ] is constant for every discussion topic evaluation)    as: “[I easily endure hardships with calmness regarding my]    ‘relationship with Karen’”. The user answers the true/untrue    statement as 4 (i.e., poor ranking range). Also, the user decides to    indicate a “high” confidence level in their answer and an “empower”    response type. Refer to FIG. 48 and FIG. 8.

-   [71] Fundamental category C (denoted as “devotion” herein)    structures its true/untrue statement (the portion of the true/untrue    statement in [ ] is constant for every discussion topic evaluation)    as: “[I am completely devoted and interested regarding my]    ‘relationship with Karen’”. The user answers the true/untrue    statement as 8 (i.e., good ranking range). Also, the user decides to    indicate a “high” confidence level in their answer and an “empower”    response type. Refer to FIG. 48 and FIG. 8.

-   [72] Fundamental category D (denoted as “honor” herein) structures    its true/untrue statement (the portion of the true/untrue statement    in [ ] is constant for every discussion topic evaluation) as: “[I    have high respect for everything regarding my] ‘relationship with    Karen’”. The user answers the true/untrue statement as 5 (i.e., poor    ranking range). Also, the user decides to indicate a “low”    confidence level in their answer and an “empower” response type.    Refer to FIG. 48 and FIG. 8.

-   [73] Next, the user clicks the “SUBMIT” button in FIG. 48 to process    the discussion topic evaluation which is stored for later use.    However, before the evaluation is stored, a computational ranking    algorithm called the response algorithm is performed which ranks    (e.g., sub-ranks) each of the four quadrant caches for every    fundamental category based on the user's discussion topic evaluation    that are described in steps 69 through 72 above. This calculates how    the user perceives the discussion topic being evaluated for each    fundamental category. Refer to FIGS. 8 and 14.

-   [74] The response algorithm for fundamental category A (e.g.,    “confidence”) will initially assign a sub-rank to either quadrant 1    cache or quadrant 2 cache (e.g., Column 1 representing the user's    “most like” attitudinal trait descriptions) with the rank entered by    the user (e.g., 7 in FIG. 48). By design, it is believed that the    rank entered by the user reflects the user's understanding of    his/her attitudes (e.g., “most like” attitudinal trait descriptions)    as such attitudes relate to the discussion topic. In addition, since    a “low” confidence level indicator is selected by the user, the    user's rank of 7 (i.e., sub-rank) will be assigned to the lower    awareness quadrant cache, or quadrant 1 cache in Column 1. Then the    algorithm is designed to subtract 1 from 7 (7−1=6) and assigns a    sub-rank of 6 to quadrant 2 cache, the upper quadrant cache in    Column 1. Next, the response algorithm assigns sub-ranks to quadrant    3 cache and quadrant 4 cache (i.e., Column 2) called the “implied    rank”. The difference in the user's rank (e.g., 7) from the total    possible rankings is 4 (e.g., 11−7=4) (e.g., 11 is used in one    embodiment of this application because “11” encompasses all 10    possible ranks [e.g., 1 through 5 is the poor ranking range and 6    through 10 is the good ranking range] between 0 and 11; this logic    eliminates the chance of the “highest” sub-rank being the same as    the “lowest” sub rank which will confuse the discussion generator    when generating either “empower” or “improve” inquires). Since a    “low” confidence level indicator is selected by the user, the    ranking of 4 is associated with quadrant 3 cache, the lower    awareness quadrant cache. Next, the response algorithm is designed    to subtract 1 from 4 (4−1=3) and assigns a sub-rank of 3 to quadrant    4 cache, the upper quadrant cache. Refer to FIGS. 8, 14, and 30 b.

-   [75] The response algorithm for fundamental category B (e.g.,    “patience”) will initially assign a sub-rank to either quadrant 1    cache or quadrant 2 cache (e.g., Column 1 representing the user's    “most like” attitudinal trait descriptions) with the rank entered by    the user (e.g., 4 in FIG. 48). By design, it is believed that the    rank entered by the user reflects the user's understanding of    his/her attitudes (e.g., “most like” or alternatively “least like”    attitudinal trait descriptions) as such attitudes relate to the    discussion topic. In addition, since a “high” confidence level    indicator is selected by the user then the user's rank of 4 (i.e.,    sub-rank) will be assigned to the higher awareness quadrant cache,    or quadrant 2 cache in Column 1. Then the algorithm is designed to    subtract 1 from 4 (4−1=3) and assigns a sub-rank of 3 to quadrant 1    cache, the lower quadrant cache in Column 1. Next, the response    algorithm assigns sub-ranks to quadrant 3 cache and quadrant 4 cache    (i.e., Column 2) called the “implied rank”. The difference in the    user's rank (e.g., 4) from the total possible rankings is 7 (e.g.,    11−4=7) (e.g., 11 is used in one embodiment of this application    because “11” encompasses all 10 possible ranks [e.g., 1 through 5 is    the poor ranking range and 6 through 10 is the good ranking range]    between 0 and 11; this logic eliminates the chance of the “highest”    sub-rank being the same as the “lowest” sub rank which will confuse    the discussion generator when generating either “empower” or    “improve” inquires). Since a “high” confidence level indicator is    selected by the user then the ranking of 7 is associated with    quadrant 4 cache, the higher awareness quadrant cache. Next, the    response algorithm is designed to subtract 1 from 7 (7−1=6) and    assigns a sub-rank of 6 to quadrant 3 cache, the lower quadrant    cache. Refer to FIGS. 8, 14, and 30 c.

-   [76] The response algorithm for fundamental category C (e.g.,    “devotion”) will initially assign a sub-rank to either quadrant 1    cache or quadrant 2 cache (e.g., Column 1 representing the user's    “most like” attitudinal trait descriptions) with the rank entered by    the user (e.g., 8 in FIG. 48). By design, it is believed that the    rank entered by the user reflects the user's understanding of    his/her attitudes (e.g., “most like” or alternatively “least like”    attitudinal trait descriptions) as such attitudes relate to the    discussion topic. In addition, since a “high” confidence level    indicator is selected by the user then the user's rank of 8 (i.e.,    sub-rank) will be assigned to the higher awareness quadrant cache,    or quadrant 2 cache in Column 1. Then the algorithm is designed to    subtract 1 from 8 (8−1=7) and assigns a sub-rank of 7 to quadrant 1    cache, the lower quadrant cache in Column 1. Next, the response    algorithm assigns sub-ranks to quadrant 3 cache and quadrant 4 cache    (i.e., Column 2) called the “implied rank”. The difference in the    user's rank (e.g., 8) from the total possible rankings is 3 (e.g.,    11−8=3) (e.g., 11 is used in one embodiment of this application    because “11” encompasses all 10 possible ranks [e.g., 1 through 5 is    the poor ranking range and 6 through 10 is the good ranking range]    between 0 and 11; this logic eliminates the chance of the “highest”    sub-rank being the same as the “lowest” sub rank which will confuse    the discussion generator when generating either “empower” or    “improve” inquires). Since a “high” confidence level indicator is    selected by the user then the ranking of 3 is associated with    quadrant 4 cache, the higher awareness quadrant cache. Next, the    response algorithm is designed to subtract 1 from 3 (3−1=2) and    assigns a sub-rank of 2 to quadrant 3 cache, the lower quadrant    cache. Refer to FIGS. 8, 14, and 30 d.

-   [77] The response algorithm for fundamental category D (e.g.,    “honor”) will initially assign a sub-rank to either quadrant 1 cache    or quadrant 2 cache (e.g., Column 1 representing the user's “most    like” attitudinal trait descriptions) with the rank entered by the    user (e.g., 5 in FIG. 48). By design, it is believed that the rank    entered by the user reflects the user's understanding of his/her    attitudes (e.g., “most like” or alternatively “least like”    attitudinal trait descriptions) as such attitudes relate to the    discussion topic. In addition, since a “low” confidence level    indicator is selected by the user then the user's rank of 5 (i.e.,    sub-rank) will be assigned to the lower awareness quadrant cache, or    quadrant 1 cache in Column 1. Then the algorithm is designed to    subtract 1 from 5 (5−1=4) and assigns a sub-rank of 4 to quadrant 2    cache, the upper quadrant cache in Column 1. Next, the response    algorithm assigns sub-ranks to quadrant 3 cache and quadrant 4 cache    (i.e., Column 2) called the “implied rank”. The difference in the    user's rank (e.g., 5) from the total possible rankings is 6 (e.g.,    11−5=6) (e.g., 11 is used in one embodiment of this application    because “11” encompasses all 10 possible ranks [e.g., 1 through 5 is    the poor ranking range and 6 through 10 is the good ranking range]    between 0 and 11; this logic eliminates the chance of the “highest”    sub-rank being the same as the “lowest” sub rank which will confuse    the discussion generator when generating either “empower” or    “improve” inquires). Since a “low” confidence level indicator is    selected by the user then the ranking of 6 is associated with    quadrant 3 cache, the lower awareness quadrant cache. Next, the    response algorithm is designed to subtract 1 from 6 (6−1=5) and    assigns a sub-rank of 5 to quadrant 4 cache, the upper quadrant    cache. Refer to FIGS. 8, 14, and 30 e.

-   [78] The results of the discussion topic evaluation derived from    FIG. 48 are stored in a data structure. The user may evaluate and    submit as many discussion topic evaluations as they like based on    different discussion topics or the same discussion topic over many    intervals of time. The result of a given discussion topic evaluation    is dependent on how a user perceives the discussion topic at the    time of evaluation.

-   [79] The user chooses a discussion topic from the discussion topic    list in FIG. 49. For this example, the user selects “relationship    with Karen” and clicks the “discuss” button on the communication    options panel in the lower right corner of FIG. 49. Next, a series    of inquires (e.g., one for each fundamental category are generated    by the discussion generator regarding the discussion topic. Each    inquiry generated is based on how the discussion topic was ranked in    steps 74 through 77 above. Refer to FIGS. 9, 15, 16, 19, 20, 21, 22,    23, 29, 30, and 31.

-   [80] For the fundamental category A (e.g., “confidence”), the    RESPONSE MANAGER 20 component in FIG. 4 determines the primary    motivational coping technique for the inquiry being generated. The    inquiry's linguistic constructs or data assigned to this inquiry is    based on the RESPONSE MANAGER 20 component in FIG. 4 determining two    pieces of criteria which are: (i) the “active” state of mind column    (e.g., either column 1 which is indicative of quadrant 1 cache and    quadrant 2 cache, or column 2 which is indicative of quadrant 3    cache and quadrant 4 cache) and (ii) the primary motivational coping    technique. To begin, the “passive” and “active” states of mind must    be determined for each column in FIG. 30 b. These states of mind are    determined by adding the sub-ranks of the quadrant caches in column    1 and adding the sub-ranks of the quadrant caches in column 2 for    the discussion topic “relationship with Karen”. For fundamental    category A in step 74, quadrant 1 cache is sub-ranked 7 and quadrant    2 cache is sub-ranked 6. Therefore, column 1 equals 13 (7+6=13).    Quadrant 3 cache is sub-ranked 4 and quadrant 4 cache is    sub-ranked 3. Therefore, column 2 equals 7 (4+3=7). The “active”    state of mind will always exist in the column with the highest rank.    As a result, column 1 (e.g., 13) will become the “active” state of    mind, or “ActiveRight”, and column 2 (e.g., 7) will become the    “passive” state of mind (e.g., for this example, the “active” state    of mind will exist in column 1 and the “passive” state of mind will    exist in column 2 even though they are shown in FIG. 30 b as    opposite). Next, the motivational coping techniques are assigned to    each quadrant cache. Therefore, since the “active” state of mind is    defined as “ActiveRight”, the motivational coping techniques will be    labeled as follows: (A.P.L) Allow is assigned to quadrant 3 cache,    (A.P.H) Accept is assigned to quadrant 4 cache, (A.A.L) Maintain is    assigned to quadrant 1 cache, and (A.A.H) Support is assigned to    quadrant 2 cache. As described in step 69, the user selected a    response type of “improve”. This means that the primary motivational    coping technique chosen will be the lowest ranked quadrant cache. As    a result, the primary motivational coping technique is in quadrant 4    cache (e.g., sub-ranked 3 in step 74), or (A.P.H) Accept. As a    result, the RESPONSE MANAGER 20 component in FIG. 4 determines that    the criteria for this inquiry is “ActiveRight” and “Accept”. Refer    to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [81] The inquiry's linguistic constructs or data is built for the    fundamental category A (i.e., “confidence”) using the INQUIRY    BUILDER 18 component in FIG. 4 using the Linguistic Constructs Table    in FIG. 29 which is the table processed by the LINGUISTICS ORGANIZER    17 component in FIG. 4. First, the INQUIRY BUILDER 18 component in    FIG. 4 locates the record necessary for assembling the inquiry by    using the criteria (e.g., “ActiveRight” and “Accept”) found in step    80 above. You'll notice that record #20 in the Linguistic Constructs    Table in FIG. 29 is deemed “ActiveRight” under the column labeled    state of mind location and “Accept” under the column labeled    motivational coping technique. Therefore, the INQUIRY BUILDER 18    component in FIG. 4 determines that the data from record #20 will be    used to assemble the inquiry for the fundamental category A inquiry.    Finally, the inquiry may be built or assembled as follows. Starting    with the begin question label or column of FIG. 29 and record #20,    “Which” is identified as the data to start this inquiry (the word    “which” corresponding to the passive state of mind as shown in FIG.    29). Next, within the motivational attribute description label,    “others potentially important needs” is identified as the data used    for the inquiry. Next, within the auxiliary verb label, “would you”    is identified as the data used for this inquiry (the words “would    you” corresponding to the passive state of mind and attitude trait    descriptions “least like” the user or alternatively “will you”    corresponds to attitudinal trait descriptions “most like” the user    as shown in FIG. 29). Next, within the motivational coping technique    label, “accept” is identified as the data used for this inquiry    (corresponding to the primary motivational coping technique    identified in step 80 above). Next, within the state of mind    description label, “passive” is identified which is used to fetch    the corresponding description defined in step 2 as the “passive”    state of mind description (e.g., creativity, clarity, and    satisfaction). Next, within the attitudinal trait description ID    label, “A.2.4QCache4” is identified within the record. This    identifies the user's “most like” or “least like” attitudinal trait    descriptions used in the inquiry which can be found in FIG. 31 under    the label A.2.4. As the result shown in FIG. 50, the PRESENTATION    CONSTRUCTOR 21 component in FIG. 4 presents the inquiry as follows    (note that words in single quotes are hard coded in the inquiry):    -   “Which ‘of’ others potentially important needs ‘below’ would you        accept ‘in a way that encourages’ creativity, clarity, and        satisfaction ‘toward your’ relationship with Karen? Explain.”        -   an unemotional environment        -   an environment based on trust        -   issues reduced to their simplest form    -   Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [82] The user enters an explanation in their electronic journal    shown in FIG. 50 based on the inquiry described in step 81 above.    This explanation is stored in a data structure for later reporting.    Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [83] For the fundamental category B (e.g., “patience”), the RESPONSE    MANAGER 20 component in FIG. 4 determines the primary motivational    coping technique for the inquiry being generated. The inquiry's    linguistic constructs or data assigned to this inquiry is based on    the RESPONSE MANAGER 20 component in FIG. 4 determining two pieces    of criteria which is (i) the “active” state of mind column (e.g.,    either column 1 which is indicative of quadrant 1 cache and quadrant    2 cache, or column 2 which is indicative of quadrant 3 cache and    quadrant 4 cache) and (ii) the primary motivational coping    technique. To begin, the “passive” and “active” states of mind must    be determined for each column in FIG. 30 c. These states of mind are    determined by adding the sub-ranks of the quadrant caches in column    1 and adding the sub-ranks of the quadrant caches in column 2 for    the discussion topic “relationship with Karen”. For fundamental    category B in step 75, quadrant 1 cache is sub-ranked 3 and quadrant    2 cache is sub-ranked 4. Therefore, column 1 equals 7 (3+4=7).    Quadrant 3 cache is sub-ranked 6 and quadrant 4 cache is    sub-ranked 7. Therefore, column 2 equals 7 (6+7=13). The “active”    state of mind will always exist in the column with the highest rank.    As a result, column 2 (e.g., 13) will become the “active” state of    mind, or “ActiveLeft”, and column 1 (e.g., 7) will become the    “passive” state of mind (e.g., for this example, the “active” state    of mind will exist in column 2 and the “passive” state of mind will    exist in column 1 just as shown in FIG. 30 c). Next, the    motivational coping techniques are assigned to each quadrant cache.    Therefore, since the “active” state of mind is defined as    “ActiveLeft”, the motivational coping techniques will be labeled as    follows: (B.A.L) Comprehend is assigned to quadrant 3 cache, (B.A.H)    Understand is assigned to quadrant 4 cache, (B.P.L) Excuse is    assigned to quadrant 1 cache, and (B.P.H) Forgive is assigned to    quadrant 2 cache. As described in step 70, the user selected a    response type of “empower”. This means that the primary motivational    coping technique chosen will be the highest ranked quadrant cache.    As a result, the primary motivational coping technique is in    quadrant 4 cache (e.g., sub-ranked 7 in step 75), or (B.A.H)    Understand. As a result, the RESPONSE MANAGER 20 component in FIG. 4    determines that the criteria for this inquiry is “ActiveLeft” and    “Understand”. Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30,    and 31.

-   [84] The inquiry's linguistic constructs or data is built for the    fundamental category B (i.e., “patience”) using the INQUIRY BUILDER    18 component in FIG. 4 using the Linguistic Constructs Table in FIG.    29 which is the table processed by the LINGUISTICS ORGANIZER 17    component in FIG. 4. First, the INQUIRY BUILDER 18 component in FIG.    4 locates the record necessary for assembling the inquiry by using    the criteria (e.g., “ActiveLeft” and “Understand”) found in step 83    above. You'll notice that record #8 in the Linguistic Constructs    Table in FIG. 29 is deemed “ActiveLeft” under the column labeled    state of mind location and “Understand” under the column labeled    motivational coping technique. Therefore, the INQUIRY BUILDER 18    component in FIG. 4 determines that the data from record #8 will be    used to assemble the inquiry for the fundamental category B inquiry.    Finally, the inquiry may be built or assembled as follows. Starting    with the begin question label, “How” is identified as the data to    start this inquiry (the word “How” corresponding to the active state    of mind as shown in FIG. 29). Next, within the motivational    attribute description label, “others potentially difficult stress    reactions” is identified as the data used for the inquiry. Next,    within the auxiliary verb label, “could you” is identified as the    data used for this inquiry (the words “could you” corresponding to    the active state of mind and attitude trait descriptions “least    like” the user or alternatively “can you” corresponds to attitudinal    trait descriptions “most like” the user as shown in FIG. 29). Next,    within the motivational coping technique label, “understand” is    identified as the data used for this inquiry (corresponding to the    primary motivational coping technique identified in step 83 above).    Next, within the state of mind description label, “active” is    identified which is used to fetch the corresponding description    defined in step 3 as the “active” state of mind description (e.g.,    freedom, vitality, and connecting). Next, within the attitudinal    trait description ID label, “B.2.4QCache4” is identified within the    record. This identifies the user's “most like” or “least like”    attitudinal trait descriptions used in the inquiry which can be    found in FIG. 31 under the label B.2.4. As the result shown in FIG.    51, the PRESENTATION CONSTRUCTOR 21 component in FIG. 4 presents the    inquiry as follows (note that words in single quotes are hard coded    in the inquiry):    -   “How could you understand others potentially difficult stress        reactions ‘below’ in a way that encourages' freedom, vitality,        and connecting ‘toward your’ relationship with Karen? Explain.”        -   failing to accept necessary change        -   being impulsive        -   discomfort with unusual ideas    -   Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [85] The user enters an explanation in their electronic journal    shown in FIG. 51 based on the inquiry described in step 84 above.    This explanation is stored in a data structure for later reporting.    Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [86] For the fundamental category C (e.g., “devotion”), the RESPONSE    MANAGER 20 component in FIG. 4 determines the primary motivational    coping technique for the inquiry being generated. The inquiry's    linguistic constructs or data assigned to this inquiry is based on    the RESPONSE MANAGER 20 component in FIG. 4 determining two pieces    of criteria which is (i) the “active” state of mind column (e.g.,    either column 1 which is indicative of quadrant 1 cache and quadrant    2 cache or column 2 which is indicative of quadrant 3 cache and    quadrant 4 cache) and (ii) the primary motivational coping    technique. To begin, the “passive” and “active” states of mind must    be determined for each column in FIG. 30 d. These states of mind are    determined by adding the sub-ranks of the quadrant caches in column    1 and adding the sub-ranks of the quadrant caches in column 2 for    the discussion topic “relationship with Karen”. For fundamental    category C in step 76, quadrant 1 cache is sub-ranked 7 and quadrant    2 cache is sub-ranked 8. Therefore, column 1 equals 15 (7+8=15).    Quadrant 3 cache is sub-ranked 2 and quadrant 4 cache is    sub-ranked 3. Therefore, column 2 equals 5 (2+3=5). The “active”    state of mind will always exist in the column with the highest rank.    As a result, column 1 (e.g., 15) will become the “active” state of    mind, or “ActiveRight”, and column 2 (e.g., 5) will become the    “passive” state of mind (e.g., for this example, the “active” state    of mind will exist in column 1 and the “passive” state of mind will    exist in column 2 even though they are shown in FIG. 30 d as    opposite). Next, the motivational coping techniques are assigned to    each quadrant cache. Therefore, since the “active” state of mind is    defined as “ActiveRight”, the motivational coping techniques will be    labeled as follows: (C.P.L) Consider is assigned to quadrant 3    cache, (C.P.H) Discover is assigned to quadrant 4 cache, (C.A.L)    Acknowledge is assigned to quadrant 1 cache, and (C.A.H) Fulfill is    assigned to quadrant 2 cache. As described in step 71, the user    selected a response type of “empower”. This means that the primary    motivational coping technique chosen will be the highest ranked    quadrant cache. As a result, the primary motivational coping    technique is in quadrant 2 cache (e.g., sub-ranked 8 in step 76), or    (C.A.H) Fulfill. As a result, the RESPONSE MANAGER 20 component in    FIG. 4 determines that the criteria for this inquiry is    “ActiveRight” and “Fulfill”. Refer to FIGS. 9, 15, 16, 19, 20, 21,    22, 23, 29, 30, and 31.

-   [87] The inquiry's linguistic constructs or data is built for the    fundamental category C (i.e., “devotion”) using the INQUIRY BUILDER    18 component in FIG. 4 using the Linguistic Constructs Table in FIG.    29 which is the table processed by the LINGUISTICS ORGANIZER 17    component in FIG. 4. First, the INQUIRY BUILDER 18 component in FIG.    4 locates the record necessary for assembling the inquiry by using    the criteria (e.g., “ActiveRight” and “Fulfill”) found in step 86    above. You'll notice that record #26 in the Linguistic Constructs    Table in FIG. 29 is deemed “ActiveRight” under the column labeled    state of mind location and “Fulfill” under the column labeled    motivational coping technique. Therefore, the INQUIRY BUILDER 18    component in FIG. 4 determines that the data from record #26 will be    used to assemble the inquiry for the fundamental category C inquiry.    Finally, the inquiry may be built or assembled as follows. Starting    with the begin question label, “How” is identified as the data to    start this inquiry (the word “How” corresponding to the active state    of mind as shown in FIG. 29). Next, within the motivational    attribute description label, “others potentially difficult stress    reactions” is identified as the data used for the inquiry. Next,    within the auxiliary verb label, “can you” is identified as the data    used for this inquiry (the words “can you” corresponding to the    active state of mind and attitude trait descriptions “most like” the    user or alternatively “could you” corresponds to attitudinal trait    descriptions “least like” the user as shown in FIG. 29). Next,    within the motivational coping technique label, “fulfill” is    identified as the data used for this inquiry (corresponding to the    primary motivational coping technique identified in step 86 above).    Next, within the state of mind description label, “active” is    identified which is used to fetch the corresponding description    defined in step 3 as the “active” state of mind description (e.g.,    freedom, vitality, and connecting). Next, within the attitudinal    trait description ID label, “C.1.2QCache2” is identified within the    record. This identifies the user's “most like” or “least like”    attitudinal trait descriptions used in the inquiry which can be    found in FIG. 31 under the label C.1.2. As the result shown in FIG.    52, the PRESENTATION CONSTRUCTOR 21 component in FIG. 4 presents the    inquiry as follows (note that words in single quotes are hard coded    in the inquiry):    -   “How can you fulfill your most passionate interests ‘below’ in a        way that encourages' freedom, vitality, and connecting ‘toward        your’ relationship with Karen? Explain.”        -   educational approaches to development        -   comfort in problem solving and crisis intervention        -   managing through knowledge and expertise    -   Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [88] The user enters an explanation in their electronic journal    shown in FIG. 52 based on the inquiry described in step 87 above.    This explanation is stored in a data structure for later reporting.    Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [89] For the fundamental category D (e.g., “honor”), the RESPONSE    MANAGER 20 component in FIG. 4 determines the primary motivational    coping technique for the inquiry being generated. The inquiry's    linguistic constructs or data assigned to this inquiry is based on    the RESPONSE MANAGER 20 component in FIG. 4 determining two pieces    of criteria which is (i) the “active” state of mind column (e.g.,    either column 1 which is indicative of quadrant 1 cache and quadrant    2 cache or column 2 which is indicative of quadrant 3 cache and    quadrant 4 cache) and (ii) the primary motivational coping    technique. To begin, the “passive” and “active” states of mind must    be determined for each column in FIG. 30 e. These states of mind are    determined by adding the sub-ranks of the quadrant caches in column    1 and adding the sub-ranks of the quadrant caches in column 2 for    the discussion topic “relationship with Karen”. For fundamental    category D in step 77, quadrant 1 cache is sub-ranked 5 and quadrant    2 cache is sub-ranked 4. Therefore, column 1 equals 9 (5+4=9).    Quadrant 3 cache is sub-ranked 6 and quadrant 4 cache is    sub-ranked 5. Therefore, column 2 equals 11 (6+5=11). The “active”    state of mind will always exist in the column with the highest rank.    As a result, column 2 (e.g., 11) will become the “active” state of    mind, or “ActiveLeft”, and column 2 (e.g., 9) will become the    “passive” state of mind (e.g., for this example, the “active” state    of mind will exist in column 2 and the “passive” state of mind will    exist in column 1 just as shown in FIG. 30 e). Next, the    motivational coping techniques are assigned to each quadrant cache.    Therefore, since the “active” state of mind is defined as    “ActiveLeft”, the motivational coping techniques will be labeled as    follows: (D.A.L) Appreciate is assigned to quadrant 3 cache, (D.A.H)    Respect is assigned to quadrant 4 cache, (D.P.L) Observe is assigned    to quadrant 1 cache, and (D.P.H) Admire is assigned to quadrant 2    cache. As described in step 72, the user selected a response type of    “empower”. This means that the primary motivational coping technique    chosen will be the highest ranked quadrant cache. As a result, the    primary motivational coping technique is in quadrant 3 cache (e.g.,    sub-ranked 6 in step 77), or (D.A.L) Appreciate. As a result, the    RESPONSE MANAGER 20 component in FIG. 4 determines that the criteria    for this inquiry is “ActiveLeft” and “Appreciate”. Refer to FIGS. 9,    15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [90] The inquiry's linguistic constructs or data is built for the    fundamental category D (i.e., “honor”) using the INQUIRY BUILDER 18    component in FIG. 4 using the Linguistic Constructs Table in FIG. 29    which is the table processed by the LINGUISTICS ORGANIZER 17    component in FIG. 4. First, the INQUIRY BUILDER 18 component in FIG.    4 locates the record necessary for assembling the inquiry by using    the criteria (e.g., “ActiveLeft” and “Appreciate”) found in step 89    above. You'll notice that record #15 in the Linguistic Constructs    Table in FIG. 29 is deemed “ActiveLeft” under the column labeled    state of mind location and “Appreciate” under the column labeled    motivational coping technique. Therefore, the INQUIRY BUILDER 18    component in FIG. 4 determines that the data from record #15 will be    used to assemble the inquiry for the fundamental category D inquiry.    Finally, the inquiry may be built or assembled as follows. Starting    with the begin question label, “How” is identified as the data to    start this inquiry (the word “How” corresponding to the active state    of mind as shown in FIG. 29). Next, within the motivational    attribute description label, “others potential strengths” is    identified as the data used for the inquiry. Next, within the    auxiliary verb label, “could you” is identified as the data used for    this inquiry (the words “could you” corresponding to the active    state of mind and attitude trait descriptions “least like” the user    or alternatively “can you” corresponds to attitudinal trait    descriptions “most like” the user as shown in FIG. 29). Next, within    the motivational coping technique label, “appreciate” is identified    as the data used for this inquiry (corresponding to the primary    motivational coping technique identified in step 89 above). Next,    within the state of mind description label, “active” is identified    which is used to fetch the corresponding description defined in step    3 as the “active” state of mind description (e.g., freedom,    vitality, and connecting). Next, within the attitudinal trait    description ID label, “D.2.3QCache3” is identified within the    record. This identifies the users “most like” or “least like”    attitudinal trait descriptions used in the inquiry which can be    found in FIG. 31 under the label D.2.3. As the result shown in FIG.    53, the PRESENTATION CONSTRUCTOR 21 component in FIG. 4 presents the    inquiry as follows (note that words in single quotes are hard coded    in the inquiry):    -   “How can you appreciate others potential strengths ‘below’ in a        way that encourages' freedom, vitality, and connecting ‘toward        your’ relationship with Karen? Explain.”        -   concentrates attention well        -   oriented toward individual advantage        -   able to work well alone    -   Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [91] The user enters an explanation in their electronic journal    shown in FIG. 53 based on the inquiry described in step 90 above.    This explanation is stored in a data structure for later reporting.    Refer to FIGS. 9, 15, 16, 19, 20, 21, 22, 23, 29, 30, and 31.

-   [92] A user may choose two different ways (FIG. 26 & FIG. 27) to    report and review their discussion topics. Refer to FIGS. 24, 25,    26, 27, and 54.

-   [93] Report A (denoted as “view discussion report” herein from FIG.    26), reviews the discussion topic explanations (e.g., journal    entries) for a given discussion topic. The user simply chooses a    discussion topic in FIG. 54 (e.g., A) and a report is generated that    provides the related inquiry and the related user explanation for    each of the fundamental categories (A through D) for the given    discussion topic. Refer to FIGS. 24, 25, 26, and 54.

-   [94] Report B, (denoted as “view category report” herein from FIG.    27), reviews the explanations for a given fundamental category    within a date range for specified number of discussion topics in    FIG. 54. In other words, a user may want to review all of their    explanations for the fundamental category “confidence” for a range    of discussions between Oct. 17, 2003 and Nov. 3, 2003. Refer to    FIGS. 24, 25, 27, and 54.    Detailed Description of the Linguistic Constructs Table

This section is a detailed description of the Linguistic ConstructsTable (refer to FIG. 29) in which the linguistic constructs or data forall the inquiries generated by the discussion generator are constructed.This table's design is based on the design of the Relationship AnatomyModel (see FIG. 30 a through FIG. 30 f) and captures the essentialinformation necessary for generating inquiries from the DISCUSSIONGENERATOR 5 component in FIG. 4 and for generating the autobiographystatements necessary for the AUTOBIOGRAPHY DEVELOPER 25 component inFIG. 5. In general, the essential information or data that is capturedfor the Linguistic Constructs Table (processed in the LINGUISTICSORGANIZER 17 component in FIG. 4) are the:

-   -   1. Fundamental categories derived from the FUNDAMENTAL CATEGORY        CONSTRUCTOR 14 component which is conducted by the FACILITATOR 2        component in FIG. 1 (e.g., the facilitator).    -   2. Motivational Attributes from the MOTIVATIONAL ATTRIBUTE        CONSTRUCTOR 10 component in FIG. 2 which are derived or        predetermined from the USER PROFILE 9 component in FIG. 2 which        is conducted by the USER 1 (e.g., the user) and may be modified        by the FACILITATOR 2 component in FIG. 1 (e.g., the        facilitator).    -   3. Motivational Coping Techniques from the MOTIVATIONAL COPING        TECHNIQUE CONSTRUCTOR 15 component in FIG. 3 which is conducted        by the FACILITATOR 2 component in FIG. 1 (e.g., the        facilitator).    -   4. The user's sets of attitudinal trait descriptions (e.g.,        plenty of time for complex decisions—is a “need” description)        are classified by the MOTIVATION EQUALIZER 11 component in FIG.        2 and the MOTIVATION AMPLIFIER 12 component in FIG. 2 and stored        in appropriate data structures which represent each quadrant        cache for each fundamental category (refer to FIG. 30 a). These        sets are identified in the Linguistic Constructs Table in FIG.        29 by unique names (e.g., A.1.1QCache1 in FIG. 29 under the        label attitudinal trait description ID) which are “linked” to        each set of attitudinal trait descriptions in FIG. 31.

First, referring to FIG. 29, the first two columns are labeledFundamental Category and Motivational Attribute. The data defined inthese columns are derived or predefined by the FACILITATOR 2 componentin FIG. 1 (e.g., the facilitator) for the Fundamental Category and theUSER PROFILE 9 component in FIG. 2 conducted by the USER 1 (e.g., theuser) and may be modified by the FACILITATOR 2 component in FIG. 1(e.g., the facilitator) for the Motivational Attribute. The FundamentalCategory consists of four different categories referred to throughoutone embodiment of this application (e.g., confidence, patience,devotion, and honor) which are defined by the FACILITATOR 2 component inFIG. 1 (e.g., the facilitator). The other column is labeled MotivationalAttribute. As described in the Terms and Definitions section of thisapplication, a motivational attribute is the source for developing orevolving a fundamental category. The motivational attributes (e.g.,needs, stress reactions, interests, and strengths) consists of fourdifferent attributes referred to throughout one embodiment of thisapplication which respectively correspond to each fundamental category(e.g., confidence, patience, devotion, and honor) which are defined bythe USER PROFILE 9 component in FIG. 2 conducted by the USER 1 (e.g.,the user) and may be modified by the FACILITATOR 2 component in FIG. 1(e.g., the facilitator).

You'll notice there are two sets of the four fundamental categories inthe Linguistic Constructs Table. For example, “confidence” is listedfour times (e.g., records 1 through 4) at the top of the table and thenagain listed four times (e.g., records 17 through 20) toward the bottomof the table. The same logic applies to the motivational attributes. Thereason for this is somewhat complex and will be better described laterin this description when referring to the Motivational Coping Techniquelabel. Both the Fundamental Category and Motivational Attribute labelscontain data which are not directly extracted for any inquiry generatedby this system but serve only as information used to organize theremainder of the linguistic constructs or data described herein.

For the purpose of simplifying the remainder of this description, referto FIG. 29 and/or FIG. 30 a through FIG. 30 f when requested by thiswriter. The next column in FIG. 29 is called the State of Mind Locationwhich identifies the “active” state of mind for a given fundamentalcategory or inquiry (i.e., one inquiry is generated for each fundamentalcategory and every fundamental category is represented for eachdiscussion topic). Referring to FIG. 30 a, the “active” state of mindwill either be located on the “right” (e.g., Column 1) or “left” (e.g.,Column 2) side of the model depending on how the user evaluates adiscussion topic. The “active” state of mind reflects where the user'sattention is mostly focused within each fundamental category whenevaluating a given discussion topic. For example, if a user ranks thefollowing true/untrue statement which supports the fundamental category“confidence”, “I have 100% complete trust and faith regarding myrelationship with Karen” (see FIG. 48), a 10 then the user is implyingthat their “needs” (e.g., motivational attribute for “confidence”) aremost likely being met in their relationship with Karen (e.g., discussiontopic). Based on the response algorithm, Column 1 (e.g., whichrepresents the user's “most like” attitudinal trait descriptions) willreflect a higher score than in Column 2. Therefore, Column 1 willrepresent the “active” state of mind location, or “ActiveRight”.

To better explain the linguistic constructs or data in the State of MindLocation column (e.g., “ActiveLeft” and “ActiveRight”) please refer toFIG. 30 b. Note that in FIG. 30 b, quadrant 1 cache and quadrant 2 cacheare indicative of column 1 (e.g., the “right” side of the RelationshipAnatomy Model) and quadrant 3 cache and quadrant 4 cache are indicativeof column 2 (e.g., the “left” side of the Relationship Anatomy Model).Also note that the response algorithm assigns a unique sub-rank to eachof the four quadrant caches based on the rank provided by the user foreach true/untrue statement which is designed based on each fundamentalcategory when evaluating a given discussion topic (see FIG. 48). The“active” state of mind location will either exist on the “right” (e.g.,column 1 or “ActiveRight”) or “left” (e.g., Column 2 or “ActiveLeft”)side of the model, but never both at once. The column which is not“Active” will represent the “Passive” state of mind. The side of themodel which represents the “active” state of mind is dependent on how auser evaluates a given discussion topic in the DISCUSSION TOPICEVALUATION 19 component in FIG. 4. The “active” state of mind isdetermined by adding the sub-ranks in each column from a previouslyevaluated discussion topic. The higher sub-ranked column will alwaysrepresent the “active” (e.g., suggesting more effort) state of mind andthe lower sub-ranked column will always represent the “passive” (e.g.,suggesting less effort) state of mind. Therefore, “ActiveLeft” isindicative of the higher sub-ranked column being the “left” side, orbeing column 2. And “ActiveRight” is indicative of the higher sub-rankedcolumn being the “right” side, or being column 1. In other words, column2 is deemed to be “active” (e.g., “ActiveLeft”) when the total sub-rankof quadrant 3 cache plus quadrant 4 cache is higher than when adding thetotal sub-rank of quadrant 1 cache plus quadrant 2 cache. Conversely,column 1 is deemed to be “active” (e.g., “ActiveRight”) when the totalsub-rank of quadrant 1 cache plus quadrant 2 cache is higher than whenadding the total sub-rank of quadrant 3 cache plus quadrant 4 cache.

Next, the column labeled Begin Question incorporates two differentdescriptions indicative of “passive” and “active” state of mindinquiries. These descriptions are “Which” and “How” (NOTE: A “Which”description is derived from the word “What”, which is believed to be amore “passive” (e.g., suggesting less effort) way of structuring“passive” state of mind inquiries). “Which” descriptions represent the“passive” state of mind inquiries and “How” descriptions represent the“active” (e.g., suggesting more effort) state of mind inquiries. A“Which” (e.g., “What”) inquiry directs a user to create journal entrieswherein the user initiates reflection and/or thought toward thediscussion topic where no “action” is implied, but rather a thought orlesson of some sort. However, a “How” inquiry assumes that a user maywant to create journal entries wherein the user initiates an action forthe discussion topic. Note that when a “Which” inquiry is generated itwill always refer to a “passive” state of mind. Conversely, when a “How”inquiry is generated it will always refer to an “active” state of mind.For example, in record #1 the begin question is “Which” and in the Stateof Mind column (described later in this section) for record #1, isidentified as “passive”.

Next, in FIG. 29, the column labeled Motivational Attribute Descriptiondescribes the set of attitudinal trait descriptions (e.g., your needs)classified within a specific quadrant cache (e.g., A.1.1 shown in FIG.31) for a specific fundamental category (e.g., confidence) and thecorresponding motivational attribute (e.g., need). For example, inrecord #1, the data in the Motivational Attribute Description columnreads, “your needs”. This description represents the set of attitudinaltrait descriptions for the quadrant 1 cache that represents a set of“need” attitudinal trait descriptions which are “most like” the user andwhere the user has previously (e.g., classified in the MOTIVATIONALAMPLIFIER 12 component in FIG. 2) demonstrated or classified a “lower”awareness. In addition, to reflect this set of attitudinal traitdescriptions for the fundamental category “confidence” the data in thecolumn called Attitudinal Trait Description ID (described later in thissection) are represented by the identifier in this column. For example,record #1 in the Attitudinal Trait Descriptions ID column shows theidentifier “A.1.1 QCache 1”. This identifier is linked to the set ofattitudinal trait descriptions labeled A.1.1 in FIG. 31 for thefundamental category “confidence” and the corresponding motivationalattribute “need”. Therefore, when an inquiry requires the set ofattitudinal trait descriptions from A.1.1 in FIG. 31 then this set iscalled from the identifier (e.g., A.1.1QCache 1) in the LinguisticConstructs Table in FIG. 29.

To gain even a greater understanding of how the data is designed in thecolumn labeled Motivational Attribute Description, more explanation maybe necessary. The set of attitudinal trait descriptions listed in“A.1.1” in FIG. 31, as described above, refer to the users “most like”needs in which the user has a lower awareness. As described above, thedata which describes this set of attitudinal trait descriptions in thecolumn Motivational Attribute Description in FIG. 29 is called “yourneeds”. However, when the attitudinal traits description describes theusers “most like” higher awareness needs, as in record #2, thedescription reads, “your most important needs” (e.g., a descriptionwhich reflects a higher awareness of such attitudinal traitdescriptions). This description implies (i.e., by the word “important”)that the user has obtained a higher awareness of these needs through theMOTIVATION AMPLIFIER 11 component in FIG. 2. Conversely, a user's “leastlike” needs (i.e., Column 2) in which they have a lower awareness ofreads (as indicated in record #3), “others potential needs”. And theuser's “least like” needs in which they have a higher awareness of reads(as indicated in record #4), “others potentially important needs”. Thedescriptor “important” in the Motivational Attribute Description columnis used to imply a higher awareness of the motivational attribute“needs” for the fundamental category “confidence”. The descriptor“difficult” in the Motivational Attribute Description column is used toimply the higher awareness of the motivational attribute “stressreactions” for the fundamental category “patience”. The descriptor“passionate” in the Motivational Attribute Description column is used toimply the higher awareness of the motivational attribute “interests” forthe fundamental category “devotion”. And the descriptor “consistent” inthe Motivational Attribute Description column is used to imply thehigher awareness of the motivational attribute “strengths” for thefundamental category “honor”. In addition, for the users “least like”attitudinal trait descriptions the word “potential(ly)” is used to implythat others may or may not have these sets attitudinal traitdescriptions in comparison to the user.

Next, for the column in the Linguistic Constructs Table labeledAuxiliary Verb, this column describes the user's ability or potentialability in addressing a set of attitudinal trait descriptions associatedwith an inquiry based on the user's discussion topic evaluation. Forexample, in record #1, the Auxiliary Verb description reads, “will you”.The data “will you” (referring to “passive” state of mind inquiriessuggesting less effort in response) and “can you” (referring to “active”state of mind inquiries suggesting more effort in response) areindicative of the user's “most like” Attitudinal Trait Descriptions(e.g., column 1 in FIG. 31). It is believed that “will” and “can”describe an ability in which the user is capable of expressing sets ofattitudinal trait descriptions that are “most like” themselves.Conversely, “would you” (referring to “passive” state of mind inquiriessuggesting less effort in response) and “could you” (referring to“active” state of mind inquiries suggesting more effort in response) areindicative of the user's “least like” sets of attitudinal traitdescriptions (e.g., column 2 in FIG. 31). It is believed that “would”and “could” describe an ability in which the user may or may not becapable of or choose to express the set(s) of attitudinal traitdescriptions that are “least like” themselves.

Next, for the column in the Linguistic Constructs Table labeledMotivational Coping Technique, this column describes the motivationalcoping technique to be used in the inquiry for the record beingidentified from the RESPONSE MANAGER 20 component in FIG. 4. Throughexperimentation and observation, it is believed that the motivationalcoping techniques, (e.g., Allow, Accept, Maintain, and Support for thefundamental category “confidence”) aids the user in understanding asuggested way in dealing with the specific set of attitudinal traitdescriptions for a motivational attribute (e.g., “needs”) whileassisting the user in developing and evolving the fundamental categoryfor which the motivational coping techniques are designed (e.g.,“Confidence”). The motivational coping techniques are designed accordingto the coping evolution requirements (refer to the Detailed Design OfThe Coping Evolution Requirements). Furthermore, there are two ways topresent inquiries for every motivational coping technique. For example,the motivational coping technique, “allow”, may generate an inquiry thatreflects one set of attitudinal trait descriptions that are “most like”the user (e.g., a set labeled A.1.1 in FIG. 31) or a different set ofattitudinal trait descriptions that are “least like” the user (e.g., aset labeled A.2.3 in FIG. 31), but never both at one time for a givendiscussion topic evaluation for a given fundamental category. Thisdifference is dependent on how the user evaluates a discussion topic inthe discussion topic evaluation within the DISCUSSION TOPIC EVALUATION19 component in FIG. 4. Therefore, the Linguistic Constructs Table isdesigned to generate two different inquiries for each motivationalcoping technique. In other words, a motivational coping technique (e.g.,Allow) will represent one set of attitudinal trait descriptions when thedata in the State of Mind Location column is deemed “ActiveLeft” (e.g.,a set labeled A.1.1 in FIG. 31) and another set of attitudinal traitdescriptions when the data in the State of Mind Location column isdeemed “ActiveRight” (e.g., a set labeled A.2.3 in FIG. 31). However, asdescribed in the Detailed Description Of The Invention in steps 32through 64, the autobiography statements generated for the user'sautobiography present both possible motivational coping techniques(e.g., “passive” and “active”) for each set of attitudinal traitdescriptions which doesn't require a user to perform a discussion topicevaluation. As the reader of this application appreciates the scope ofthis invention, the logic regarding the operation of the motivationalcoping techniques will become more clear.

Next, for the column in the Linguistic Constructs Table labeled State ofMind Description describes the label for the state of mind descriptionrequired for the inquiry being generated. This label is used to identifythe “passive” (e.g., suggesting less effort) or “active” (e.g.,suggesting more effort) state of mind description. For example, if therecord being identified is a “passive” state of mind (as in record #1)then the description identified as a “passive” state of mind (e.g.,creativity, clarity, and satisfaction) will be identified and built intothe inquiry being generated from the INQUIRY BUILDER 18 component inFIG. 4. Conversely, if the record being identified is an “active” stateof mind (as in record #3) then the description identified as an “active”state of mind (e.g., freedom, vitality, and satisfaction) will beidentified and built into the inquiry being generated from the INQUIRYBUILDER 18 component in FIG. 4.

Last, the column in the Linguistic Constructs Table labeled AttitudinalTrait Description ID describes the label for the set of attitudinaltrait descriptions located in a specific quadrant cache (refer to FIG.31) required for the inquiry being generated. For example, if the recordbeing identified has a label of “A.1.1QCache 1” (as in record #1) thenthe set of attitudinal trait descriptions for the motivational attribute“need” and its corresponding fundamental category “confidence” willpopulate the inquiry being generated (refer to the set of attitudinaltrait descriptions in FIG. 31 labeled A.1.1).

In conclusion, the linguistic constructs in the Linguistic ConstructsTable are designed specifically to generate inquiries that support auser in gaining understanding, insight, and motivation toward empoweringor improving any discussion topic and used to generate autobiographystatements that aid the user in developing their autobiography.Overtime, the user will learn more about themselves and the situationsor relationships in which they wish to investigate through a discussiontopic evaluation.

The Detailed Description of the Coping Evolution Requirements

This section is a detailed description of the coping evolutionrequirements. Through experimentation and observation it is believedthat the integrity of this invention depends on how accurate thefacilitator/user defines the content of the relationship anatomy modelaccording to the requirements discussed in this section. In order tobetter understand this section, please refer to the Relationship AnatomyModel in FIGS. 30 a through 30 f.

In general, the coping evolution requirements consist of definingmotivational coping techniques for each fundamental category in a waywhich helps to communicate or evolve each such fundamental category. Forone embodiment of this application, there are two sets (e.g., one“passive” and one “active” state of mind) of motivational copingtechniques for each fundamental category. “Passive” motivational copingtechniques are defined as verbs which could also be used as transitiveverbs (e.g., transitive verbs express an action carried from the subjectto the object; requiring a direct object to complete meaning) thatelicit a passive-oriented (e.g., suggests less effort) response from theuser. “Active” motivational coping techniques are defined as verbs whichcould also be used as transitive verbs as described previously thatelicit an active-oriented (e.g., suggests more effort) response from theuser. For example, an “accept” motivational coping technique is designedto elicit a passive-oriented response (e.g., suggesting less effort)from the user and a “support” motivational coping technique is designedto elicit an active-oriented response (e.g., suggesting more effort)from the user for the fundamental category “confidence”.

Within each set of motivational coping techniques there is one “higher”and one “lower” awareness motivational coping technique. A “higher”awareness motivational coping technique is defined as anadvanced-oriented (e.g., “accept” is believed to be more advanced than“allow”) motivational coping technique. A “lower” awareness motivationalcoping technique is defined as a novice-oriented (e.g., allow isbelieved to be more novice than “accept”) motivational coping technique.For example, an “accept” motivational coping technique is designed toillicit an advanced-oriented response from the user and an “allow”motivational coping technique is designed to illicit a novice-orientedmotivational coping technique. In other words, through experimentationand observation, one would first “allow” (e.g., novice-oriented) aninstance before “accept(ing)” (e.g., advanced-oriented) an instance.

The requirements described above apply to each set of motivationalcoping techniques within each fundamental category.

Descriptions of Other Embodiments

As stated in the Summary Of The Invention, other user profile's whichuse a binary scale to measure a plurality of different behaviors,attitudes, preferences, etc. within one or more attributes may also bedesigned to interface with this invention. In addition, combining theresults of two or more profiles may also interface with this invention.

In additional embodiments, processes could be designed to utilize theuser's feedback (e.g., journal entries) or other relevant data toenhance or evolve and existing user profile wherein the user'sexperience may be captured and re-generated. Moreover, task managementtools may be developed into this invention or an interface may bedesigned to work with other, well known, task management products.

Also, this design allows for an infinite number of variables (e.g.,state of mind) to be defined for each quadrant cache, therefore, videoclips may also be generated which provide user's a visual experience ofa particular motivational coping technique associated with a particularquadrant cache. For example, if a user is asked to “support” (e.g., amotivational coping technique for the fundamental category “confidence”)another person's “need” (e.g., plenty of time for complex decisions)then a video could be generated that plays a presentation that showssomeone “supporting” another person who has a need for “plenty of timefor complex decisions”.

Last but not least, this product may also be designed to work over theinternet and in conjunction with other user's utilizing this sameinterface, so that, people may interface together to strengthen theirworking or personal relationships.

-   -   The foregoing discussion of the invention has been presented for        purposes of illustration and description. Further, the        description is not intended to limit the invention to the form        disclosed herein. Consequently, variation and modification        commiserate with the above teachings, within the skill and        knowledge of the relevant art, are within the scope of the        present invention. The embodiment described hereinabove is        further intended to explain the best mode presently known of        practicing the invention and to enable others skilled in the art        to utilize the invention as such, or in other embodiments, and        with the various modifications required by their particular        application or uses of the invention.

1. A method for generating a presentation that permits an individual toassess perceived values and to enhance personal growth by acomputational system operatively configured for entering into acorresponding dialog with each of a plurality of users, thecorresponding dialog being for the personal growth and development ofthe user, comprising of the steps: for each user of the plurality ofusers, perform the following collections of steps (1) through (12) byemploying a computational system operatively configured for enteringinto a dialog with each of a plurality of users: (1) obtaining andstoring via a computer of the computational system, data for each of oneor more predetermined user motivations, each motivation identified as adriver of user perceptions for the plurality of users, wherein the dataincludes a set of one or more words descriptive of each of the usermotivations; wherein step (1) includes a step of receiving the data foreach of the one or more predetermined user motivations via a computerdisplay of the computational system; (2) for each corresponding portionof the data for the user motivations, additional steps of obtaining andstoring, through a computer display of the computational system, acorresponding portion of personal description data for the user, thecorresponding portion of the personal description data having aplurality of user specific descriptions, each of the user specificdescriptions being both: (A) specific to the user, and descriptive ofpersonal traits describing how to relate to a situation of concern, and(B) related to the corresponding portion of the data for the usermotivations, and sufficiently meaningful to the user to assist the userin his/her personal growth and development when the user specificdescription is presented to the user as an example of the correspondingportion of the data for the user motivations; grouping, for eachcorresponding portion of the data for the user motivations, the userspecific descriptions in the user's corresponding portion of personaldescription data by a second computational component of thecomputational system, wherein each of the user specific descriptions isgrouped according to: (i) whether the user specific description is morecharacteristic of the user or less characteristic of the user, and (ii)whether the user is more aware of the user specific description beingcharacteristic of the user or less aware of the user specificdescription being characteristic of the user, the resulting groups beingas (2-a) through (2-d) following: (2-a) a first group for one or more ofthe user specific descriptions, each such user specific description inthe first group describing a corresponding personal attribute that is:(i) more characteristic of the user, and (ii) the user is more aware ofthe corresponding attribute being characteristic of the user, (2-b) asecond group for one or more of the user specific descriptions, eachsuch user specific description in the second group describing acorresponding personal attribute that is: (i) less characteristic of theuser, and (ii) the user is more aware of the corresponding attribute,recited immediately above, being less characteristic of the user, (2-c)a third group for one or more of the user specific descriptions, eachsuch user specific description in the third group describing acorresponding personal attribute that is: (i) more characteristic of theuser, and (ii) the user is less aware of the corresponding attribute,recited immediately above, being more characteristic of the user, and(2-d) a fourth group for one or more of the user specific descriptions,each such user specific description in the fourth group describing acorresponding personal attribute that is: (i) less characteristic of theuser, and (ii) the user is less aware of the corresponding attribute,recited immediately above, being less characteristic of the user; (3)obtaining and storing for each of the user motivations, data indicativeof each of a plurality of coping techniques, each coping techniquedescribing a technique for use by the user in relating to another personor situation, wherein for each coping technique, the data thereforidentifies a corresponding second set of one or more words describingthe coping technique, and for at least some of the coping techniques,their corresponding second set of words are different; wherein a substepis performed of classifying the data indicative of the coping techniquesinto the following data classifications (3-a) through (3-d): (3-a) afirst data classification that includes the data for a first one or moreof the coping techniques, wherein for each of the first one or morecoping techniques, the data therefor is: (i) associated, in a step ofassociating, with each of the first and second groups, and (ii)associated with additional data that identifies the coping technique asinitiating more activities to change how the user relates to issuesinvolving another person or situation rather than meditativelyreflecting on the issues; (3-b) a second data classification thatincludes data for a second one or more of the coping techniques, whereinfor each of the second one or more coping techniques, the data thereforis: (i) associated, in a step of associating, with each of the third andfourth groups, and (ii) associated with additional data that identifiesthe coping technique as initiating more activities to change how theuser relates to the issues involving another person or situation ratherthan meditatively reflecting on the issues; (3-c) a third dataclassification that includes data for a third one or more of the copingtechniques, wherein for each of the third one or more coping techniques,the data therefor is: (i) associated, in a step of associating, witheach of the first and second groups, and (ii) associated with additionaldata that identifies the coping technique as monitoring and evaluatinghow the user relates to the issues involving another person or situationrather than initiating activities to change how the user relates to theissues; (3-d) a fourth data classification that includes data for afourth one or more of the coping techniques, wherein for each of thefourth one or more coping techniques, the data therefor is: (i)associated, in a step of associating, with each of the third and fourthgroups, and (ii) associated with additional data that identifies thecoping technique as monitoring and evaluating how the user relates tothe issues involving another person or situation rather than initiatingactivities to change how the user relates to the issues; (4) obtainingvia the computational system input for a topic identifying a target ofconcern to the user; performing for each one of the user motivations thefollowing collections of step (5) through (12): (5) outputting to theuser a request for the user to input an evaluation as to how the userrelates to the target of concern relative to the one user motivation;wherein the step of outputting includes a step of presenting topicrelated data to the user via a computer display of the computationalsystem to assist the user in his or her personal growth and development;(6) receiving, via the computational system, the evaluation indicativeof the user's perception as to how the user relates to the target ofconcern, and a degree of confidence the user has in the evaluation; (7)ranking, by the computational system, the first, second, third andfourth groups of user specific descriptions, for the one usermotivation, using the evaluation and the degree of confidence, whereinthe ranking assigns a ranking value for each of the first, second, thirdand fourth groups, wherein for each of the groups the ranking valuetherefor is indicative of how well the user specific descriptions of thegroup in each of the first, second, third and fourth groups relate tothe user's perspective of the target of concern for assisting the userin his/her personal growth and development; wherein the step of rankingis performed in response to an input to a computer display of thecomputational system; (8) determining a primary one of the copingtechniques for the one user motivation by the substeps (8-a) and (8-b):(8-a) obtaining a plurality of assignments, for each of the first,second, third, and fourth data classifications for the one usermotivation, one of the assignments being a pairing of: (i) the data forone of the coping techniques for the data classification, with (ii) aselected one of the associated groups for the one coping technique,wherein the selection is dependent upon ranking values; and (8-b)selecting the primary coping technique as the coping technique whereinthe data therefor is paired with a particular one of the first, second,third, and fourth groups, wherein the particular group is determinedaccording to a result of a predetermined function of the ranking values;(9) generating, via the computational system, a responsive presentationto the user in a non-transitory form that provides the user with topicrelated information to assist the user in his or her personal growth anddevelopment, the responsive presentation including one of: (9-a) the setof one or more words descriptive of the one user motivation; (9-b) oneor more words of the user specific descriptions included in theparticular group; and (9-c) the second set of one or more words of thedata for the primary coping technique; (10) electronically outputting,by the computational system, the responsive presentation to the user asa computer display; (11) electronically receiving a responsive userinput inputted into a computer display of the computational system,wherein the responsive user input is a response to the responsivepresentation to the user; (12) storing, in non-transitory computerstorage, linked data including: the responsive presentation, and theresponsive user input, wherein the responsive presentation and theresponsive user input are linked together for electronic access by thecomputational system; and wherein the stored linked data is availablefor outputting the responsive presentation, and the responsive userinput for assisting the user with his/her personal growth anddevelopment.